scholarly journals Alternative and independent: The universe of technology-related “bootcamps”

2019 ◽  
Author(s):  
Caren A Arbeit ◽  
Alexander Bentz ◽  
Emily Forrest Cataldi ◽  
Herschel Sanders
Keyword(s):  
Public Discourse ◽  
Mode Of Delivery ◽  
The United States ◽  
Workforce Training ◽  
Full Time ◽  
Skilled Workers ◽  
Post Secondary ◽  
Part Time ◽  
The Universe ◽  
Classification Structure

In recent years, nontraditional workforce training programs have proliferated inside and outside of traditional post-secondary institutions. A subset of these programs, bootcamps, advertise high job placement rates and have been hailed by policymakers as key to training skilled workers. However, few formal data exist on the number, types, prices, location, or other descriptive details of program offerings. We fill this void by studying the universe of bootcamp programs offered as of June 30, 2017. In this report, we discuss the attributes of the 1,010 technology-related programs offered in the United States, Canada, and online. We find more diversity among bootcamp providers and programs than would be expected from public discourse. This primarily relates to the mode of delivery (online vs. in person), intensity (part time/full time), cost, and program types. Based on the data we collected, we present a classification structure for bootcamps focused on five distinct program types.

scholarly journals Alternative and Independent: The universe of technology-related “bootcamps"

2019 ◽  
Author(s):  
Caren A. Arbeit ◽  
Alexander Bentz ◽  
Emily Forrest Cataldi ◽  
Herschel Sanders
Keyword(s):  
Public Discourse ◽  
Mode Of Delivery ◽  
The United States ◽  
Workforce Training ◽  
Postsecondary Institutions ◽  
Full Time ◽  
Skilled Workers ◽  
Part Time ◽  
The Universe ◽  
Classification Structure

In recent years, nontraditional workforce training programs have proliferated inside and outside of traditional postsecondary institutions. A subset of these programs, bootcamps, advertise high job placement rates and have been hailed by policymakers as key to training skilled workers. However, few formal data exist on the number, types, prices, location, or other descriptive details of program offerings. We fill this void by studying the universe of bootcamp programs offered as of June 30, 2017. In this report, we discuss the attributes of the 1,010 technology-related programs offered in the United States, Canada, and online. We find more diversity among bootcamp providers and programs than would be expected from public discourse. This primarily relates to the mode of delivery (online vs. in person), intensity (part time/full time), cost, and program types. Based on the data we collected, we present a classification structure for bootcamps focused on five distinct program types.

The Politics of Part-Time Work: Gender, Employment Status, and Preferences for Redistribution

2020 ◽  
pp. 1-38
Author(s):  
David S. Pedulla ◽  
Michael J. Donnelly
Keyword(s):  
Employment Status ◽  
General Social Survey ◽  
The United States ◽  
Limited Attention ◽  
Full Time ◽  
Cross Sectional ◽  
Preferences For Redistribution ◽  
Time Work ◽  
Part Time ◽  
Part Time Work

Abstract The social and economic forces that shape attitudes toward the welfare state are of central concern to social scientists. Scholarship in this area has paid limited attention to how working part-time, the employment status of nearly 20% of the U.S. workforce, affects redistribution preferences. In this article, we theoretically develop and empirically test an argument about the ways that part-time work, and its relationship to gender, shape redistribution preferences. We articulate two gender-differentiated pathways—one material and one about threats to social status—through which part-time work and gender may jointly shape individuals’ preferences for redistribution. We test our argument using cross-sectional and panel data from the General Social Survey in the United States. We find that the positive relationship between part-time employment, compared to full-time employment, and redistribution preferences is stronger for men than for women. Indeed, we do not detect a relationship between part-time work and redistribution preferences among women. Our results provide support for a gendered relationship between part-time employment and redistribution preferences and demonstrate that both material and status-based mechanisms shape this association.

Participation by Women in Annual Meetings, 1970-78

1979 ◽  
Vol 12 (03) ◽  
pp. 318-324 ◽  
Author(s):  
Martin Gruberg ◽  
Virginia Sapiro
Keyword(s):  
Political Science ◽  
The United States ◽  
Moderate Increase ◽  
Full Time ◽  
Part Time Faculty ◽  
Faculty Teaching ◽  
Previous Decade ◽  
The Status ◽  
Part Time ◽  
Time Faculty

In the late sixties, women in the United States became sensitized to their second-class status and organized to raise their consciousness and change their conditions. At the same time women in academia began to organize within their disciplines to address the problems they faced there. Political science was no exception; in 1969, when women constituted 5 percent of the membership of the APSA and 8 percent of all political science faculty teaching in colleges and universities, the APSA Committee on the Status of Women in the Profession and the Women's Caucus for Political Science formed. Numerous reports have revealed a moderate increase in the presence of women in the profession in recent years. As Table 1 shows, the percentage of degrees in political science awarded to women has increased since 1970. By the academic year 1976–77 women constituted 11 percent of full-time faculty and 18 percent of part-time faculty. Twenty-three percent of the students entering Ph.D. programs in 1977 were women, a downturn of 3 percent from the previous year, although an overall rise from the previous decade.

Improving Workforce Education Learning Outcomes

2018 ◽  
pp. 1368-1390
Author(s):  
Carsten Schmidtke
Keyword(s):  
Young People ◽  
Work Experience ◽  
Global Economy ◽  
Workforce Education ◽  
Dropping Out ◽  
Full Time ◽  
Skilled Workers ◽  
The Past ◽  
Part Time ◽  
The U.S

Despite numerous attempts over the past few decades to prepare the U.S. workforce for the increasing challenges of a global economy, educators hear the same complaints from industry about how difficult it is to find highly skilled workers. The growing need to have a higher level of education and different knowledge, skills, and attitudes than in the past brought on by globalization makes the task of preparing workers for tomorrow's workplace even more daunting. Whatever the reason for dropping out, many young people have clearly not responded to the attempt to educate them through full-time schooling, no matter how innovative the program. This chapter argues that more adolescents can be educated in a school system that no longer emphasizes full-time schooling but instead combines part-time school with part-time real-world work experience. To carry out such an approach, it may be time to expand our horizons in the search for solutions, and we can find some guidance in a rather unexpected place, the work of Soviet educator Anton Semyonovich Makarenko. Makarenko's success in training young people to become productive workers includes several concepts and methods that may be useful in improving today's workforce education system.

scholarly journals Brain Remain

2019 ◽  
Vol 30 (4) ◽  
pp. 26-34
Author(s):  
Devorah Lieberman ◽  
Shannon Capaldi
Keyword(s):  
Higher Education ◽  
Brain Drain ◽  
Census Data ◽  
The United States ◽  
United States Bureau ◽  
Skilled Workers ◽  
Post Secondary ◽  
Highly Educated ◽  
K 12 ◽  
The Brain

Volumes of research studies, surveys, and census data document the “brain drain,” the phenomenon of highly educated and highly skilled workers migrating from their hometown to an urban or metropolitan area that promises a better life. Early indications of brain drain begin with high school graduates determining where to attend college. There is a pervasive belief that it is a measure of success and part of a process of upward mobility to go away to college, and therefore an implied failure if one remains in their hometown or region while earning a degree. This mentality and encouraged brain drain behavior is reinforced by a K-12 education system that sorts students early in their academic careers and invests in the best and brightest, while paying little attention to the majority of students (Harmon, 2010). This is a skewed approach and leaves many individuals, and their hometowns, with few opportunities and stifled upward social and economic mobility.   The needs of the workforce are rapidly changing. Some form of post-secondary education is required for the majority of entry-level jobs in the United States (Bureau of Labor Statistics, 2017). Yet, higher education is being faced with increasing competition and growing skepticism regarding the value of a college degree. By collaborating and partnering with the region in which an institution exists, urban, suburban, or rural, colleges and universities can cut through higher education’s competitive noise and growing skepticism, while addressing the changing workforce needs and redefining students’ pride about where they earn a degree, and begin their careers, close to home. We call this paradigm shift the “Brain Remain,” and it has the potential to significantly alter the way higher education, K-12 districts, businesses, and community leaders work, operate, and collaborate in the new economy. This, in turn, can create bold new opportunities for students where they least expect them: right in their own backyards.

Gender Pay Gap

Sociology ◽  
2019 ◽  
Author(s):  
JooHee Han ◽  
Michelle Budig
Keyword(s):  
Gender Gap ◽  
White Women ◽  
The United States ◽  
Gender Segregation ◽  
Hourly Wage ◽  
Full Time ◽  
Gender Pay Gap ◽  
Pay Gap ◽  
Time Work ◽  
Part Time

The “gender pay gap” refers to the average difference in men’s and women’s earnings, and is typically adjusted for hours worked. The gender pay gap can refer to differences in mean or median annual earnings, weekly earnings, or hourly wage. Because women tend to work part-time at higher rates than do men, and because part-time work tends to pay lower hourly wages relative to full-time work, the size of the gender pay gap is affected by whether full- and part-time, full-year or seasonal, and very young and very old workers are included in the estimates. Among full-time, year-round American workers aged sixteen and above in 2017, the gender pay gap (median weekly earnings) was 18.2 percent, meaning that women earned 81.8 cents of every man’s dollar. In the United States, women of color earn less relative to white men than white women do, owing to racial gaps in pay among women; moreover, within-race gender pay gaps are often smaller among racial/ethnic minorities, reflecting the low earnings of minority men. The gender gap has narrowed considerably since the early 20th century, yet disparities in women’s and men’s earnings persist. Moreover, this narrowing has not proceeded in a linear fashion and the gap has occasionally increased. This entry first introduces important literatures on historic and contemporary trends in the gender pay gap and then discusses the various explanations for the persistence of, and changes in, the gap. These explanations highlight the role of occupational gender segregation; the devaluation of female-typed work; gender differences in experience; family structure, care responsibilities, and the gendered impact of parenthood; workplace structures of inequality; glass ceilings and glass escalators. This entry concludes with a discussion of narrowing the gap and what it will take to close the gap.

A Study of Workforce Training Challenges Faced by a US Community College and a Comparable Chinese Institution

2012 ◽  
Vol 3 (1) ◽  
pp. 13-28
Author(s):  
Harry Hou ◽  
Diane E. Oliver
Keyword(s):  
Community College ◽  
Training Programs ◽  
Workforce Training ◽  
Comparative Case Study ◽  
Full Time ◽  
Part Time Faculty ◽  
Technical Programs ◽  
Funding Sources ◽  
Part Time ◽  
The Many

This qualitative comparative case study examines the workforce training programs offered in a US community college and the vocational and technical programs offered in a comparable Chinese postsecondary institution. The study sought to identify transferable qualities and characteristics that could contribute to improving the workforce training programs in both countries. Globalization makes international collaboration between institutions and programs ever more important, particularly considering the many shared problems and potential for shared solutions. The study’s findings resulted in four primary recommendations that could be adopted by both the US and Chinese case institutions: (a) create timely new programs and courses, (b) seek new funding sources and alternatives for reducing operational costs, (c) recruit qualified full-time or part-time faculty who have industry experience, and (d) add a critical thinking component in all courses. Moreover, recommendations for each of the institutions were developed.

The Role of Schedule Volatility in Home Health Nursing Turnover

2021 ◽  
pp. 107755872110343
Author(s):  
Alon Bergman ◽  
Hummy Song ◽  
Guy David ◽  
Joanne Spetz ◽  
Molly Candon
Keyword(s):  
Health Care ◽  
Home Health Care ◽  
The United States ◽  
Home Health ◽  
Full Time ◽  
Nursing Turnover ◽  
Home Health Nurses ◽  
Part Time ◽  
Health Nursing

Despite considerable research on nursing turnover, few studies have considered turnover among nurses working in home health care. Using novel administrative data from one of the largest home health care organizations in the United States, this study examined turnover among home health nurses, focusing on the role of schedule volatility. We estimated separation rates among full-time and part-time registered nurses and licensed practical nurses and used daily visit logs to estimate schedule volatility, which was defined as the coefficient of variation of the number of daily visits in the prior four weeks. Between 2016 and 2019, the average annual separation rate of home health nurses was over 30%, with most separations occurring voluntarily. Schedule volatility and turnover were positively associated for full-time nurses, but not for part-time nurses. These results suggest that reducing schedule volatility for full-time nurses could mitigate nursing turnover in home health care.

scholarly journals The Evolving Knowledge Management Adult Learner

2019 ◽  
pp. 1-14 ◽  
Author(s):  
Jeff Stevens ◽  
Jim Chen ◽  
Kay Zekany ◽  
Mitch Adrian
Keyword(s):  
United States ◽  
Adult Learners ◽  
Adult Learner ◽  
Longitudinal Research ◽  
The United States ◽  
Full Time ◽  
Professional Needs ◽  
Parent Status ◽  
Part Time ◽  
Full Time Employment

This longitudinal study examines the perceptions, attitudes, and preferences of the adult learners in higher education institutions in the United States. A qualitative design was utilized, engaging respondents from six geographic regions in the United States. This three-year, longitudinal research results were compared and contrasted with the eight principles of the Council for Adult and Experiential Learning, and best practices for meeting the educational and professional needs of the adult learner were proposed [1]. Since Knowles [2] published his seminal work on adult learners and their unique characteristics, there have emerged a growing number of studies categorizing these students.  Also known as nontraditional students, these individuals have been identified as sharing distinctive commonalities, such as: (1) full time employment with part-time enrollment, (2) dependent support (whether married or single parent status), (3) flexibility in academic and professional advisement, (4) acknowledgement of work- and life-experiences, and (5) are constrained by time limitations [3,4,5]. 

Sign in / Sign up

Export Citation Format

Share Document