Syftet med denna studie är att klargöra bakomliggande yttre och inre drivkrafter i samband med yrkesväxling mitt i livet, vad som bidrar till att våga ta klivet att börja studera, som en del av den personliga utvecklingen. Teoretiska utgångspunkter är följande: Abraham Maslows (1989/1943) behovspyramid, George Herbert Meads (2001/1934) signifikanta andra, Fuchs Ebaughs (1988) teori om vändpunktsprocesser och teorin om Planned Happenstance som Kathleen Mitchell, Al Levin och John Krumboltz (1999) är grundare till. Metoden som har använts är fokusgruppsintervjuer. Resultaten visar att de bakomliggande drivkrafterna i samband med yrkesväxling kan kopplas till behoven i Maslows (1989/1943) behovspyramid. De mest grundläggande behoven måste vara tillgodosedda för att individen ska känna sig motiverad till att påbörja en självutveckling. Ett hinder för att våga satsa på utbildning är sviktande självförtroende. För att överbrygga detta får omgivningens, signifikanta andras, (Mead 2001/1934) inställning en avgörande betydelse. En vändpunktsprocess innebär en identitetskris där en ny yrkesroll ska inträdas, en påfrestning för såväl deltagaren som hela familjen (Fuchs Ebaugh 1988). Andra drivkrafter, förutom självförverkligande, är en efterlängtad förändring av sin arbetslivssituation och deltagarnas önskan om att komma in i gemenskapen i en arbetsgrupp som de ser upp till. För att nå dit ser deltagarna utbildning som en väg och ett sätt att öka sin anställningsbarhet. Deltagarna i studien menar i flera fall att det var slumpen som avgjorde vilken utbildning de hamnade på men med Planned Happenstance som förklaringsmodell framgår det att valen egentligen byggde på medvetna ställningstaganden (Mitchell, Levin och Krumboltz 1999). Studiens resultat redogör med andra ord för några av de drivkrafter som motiverar individer att våga ta klivet till att börja studera, vilket kan öka kunskapen för studie- och yrkesvägledare, om hur individer bör bemötas och vilka områden som professionen bör fokusera på för att hjälpa individer nå framtida yrkesambitioner genom ett välgrundat val. / The aim of this thesis is to clarify the underlying human motives, both external and internal, in career choices of professional change, of which contributes to career changes. This thesis enlightens some of the societal conditions or obstacles that exist to a future study start, as part of the participants personal development, and clarify what led them to take the decisive step towards a new career path. Theoretical framework used is Abraham Maslow's (1989/1943) needs pyramid, George Herbert Meads (2001/1934) concept of significant others, Fuchs Ebaugh's (1988) theory of turning point processes and the theory of planned Happenstance which Kathleen Mitchell, Al Levin and John Krumboltz (1999) are the founders of. Method used is focus group interviews. Results show that the underlying human motivation processes in participants' professional exchange can be linked to the needs of Maslow's (1989/1943) needs pyramid. The most basic needs must be met in order for the individual to feel motivated to begin self-development. One obstacle whether to decide to invest in education or not, is failing self-confidence. To overcome this, the attitude of the significant other (Mead 2001/1934) takes on a decisive importance. A turning point process involves an identity crisis in which a new professional role is to take place, a strain for both the participant and the whole family (Fuchs Ebaugh 1988). Other human motivation processes, besides self-realization, are a long-awaited change in their working life situation and the participants' desire to enter the community in a working group they look forward to. To get there, participants see education as a fulfilling way and a way to increase their employability. The participants in this study believe that it was random that decided which education they ended up with in many cases, but with Planned Happenstance as an explanatory model it appears that the choice were really based on conscious attitudes (Mitchell, Levin and Krumboltz 1999). This thesis can increase the knowledge for study and career counselors, about how individuals should be approached and what areas the profession should focus on to help individuals reach future career aspirations through an informed choice.

Vi è un ampio e diffuso consenso che suggerisce che il tirocinio (internship), come forma di apprendimento esperienziale, può essere uno strumento efficace per lo sviluppo delle competenze tecniche e trasferibili degli studenti e quindi come strumento di rafforzamento dell'occupabilità (employabiltiy) dei laureati. Numerosi studi hanno anche scoperto che le esperienze internazionali possono sviluppare le competenze più apprezzate dai datori di lavoro. Questa ricerca affronta una lacuna all'intersezione di questi due campi di studio. La maggior parte degli studi analizza le esperienze internazionali con un focus distintivo sull'aspetto internazionale e non sui diversi tipi di esperienze, ad es. studiare all’estero rispetto a fare un tirocinio (internship) all’estero. La domanda a cui questo studio si propone di rispondere è se il tirocinio (internship) e il contesto internazionale abbinati estendono l'esperienza di apprendimento oltre a quella sviluppata attraverso un tirocinio domestico da solo. Quando la progettazione di questo studio è stata inizialmente pianificata, è stato fatto un grande sforzo per identificare uno strumento per misurare l'occupabilità (employability) nel modo più obiettivo possibile. Le misurazioni basate sull’utilizzo di giochi digitali (digital game-based assessments) sono state identificate come lo strumento più appropriato per farlo in modo obiettivo. In questo studio i comportamenti che definiscono l’occupabilita’ (employability) degli studenti risultato in oltre 30 indicatori quantitativi. Questi indicatori convergono con le competenze trasferibili che sono state identificate come quelle richieste dal mercato del lavoro e ampiamente analizzate nella letteratura sull'occupabilità (employability). I dati per questo studio sono stati raccolti nel triennio 2017-19 e sono stati coinvolti un totale di 1315 studenti italiani. L'analisi fattoriale esplorativa ha esaminato la struttura alla base degli indicatori di occupabilità (employability) generati dalle valutazioni basate sul gioco digitale (digital game-based assessments). I risultati rivelano diversi temi significativi che contribuiscono ulteriormente alla conoscenza e comprensione di ciò che influenza l'occupabilità (employability) dei laureati. Il primo risultato che emerge dalle analisi di questo studio risponde alla domanda di ricerca. Quando un tirocinio (internship) si svolge all’estero, c'è un apprendimento esperienziale aggiuntivo dato dal contesto internazionale, che contribuisce ulteriormente all'apprendimento esperienziale e trasformativo già sviluppato attraverso un tirocinio (internship) domestico. Inoltre, risulta anche che questo elemento aggiuntivo sia associato a comportamenti di occupabilità (employability) legati a fattori cognitivi e non sociali. Ciò contrasta con gli studi precedenti sull'impatto delle esperienze internazionali, che generalmente associano questo tipo di esperienze allo sviluppo di competenze di tipo sociale e interpersonale. Questo studio rileva infine che quando sembra esserci una superiorità degli studenti maschi nei comportamenti di occupabilità (employability) legati dalle capacità cognitive, questa superiorità scompare quando associata a stage internazionali. / There is a large and widespread consensus suggesting that internships, as one form of experiential learning, can be an effective instrument for the development of students’ technical and transferable skills and therefore as enhancing graduate employability. Separately, studies have found that international experiences can develop the skills most valued by employers. This research addresses a gap at the intersection of these two fields of study. Most studies analyze international experiences with a distinctive focus on the international and not on the different types of experiences, e.g. study abroad versus internships. The question this study aims to answer is whether an internship and an international context combine to extend the learning experience beyond that developed through a domestic internship alone. When the design of this study was initially planned, much effort was put into identifying a tool to measure employability in the most objective way possible. Digital game-based assessments were identified as the most appropriate tool to do this objectively. Insights into behaviors in this study result in over 30 quantitative descriptors of employability, which converge with the lists of transferable skills that have been identified as those demanded by the labor market and extensively analyzed in the employability literature. The data for this study was collected over three years 2017-19, and a total of 1315 Italian students were involved. Exploratory factor analysis examined the structure underlying the employability descriptors generated by the digital game-based assessments. The findings reveal several significant themes that further contribute to our current knowledge and understanding of what influences graduates’ employability. The first finding answers the research question. When an internship takes place in a country different from that of the student’s home, there is additional experiential learning from the international context, which contributes further to the experiential and transformative learning already developed through the internship. It also appears that this additional element is associated with employability behaviors predicted by Cognitive and not Social factors. This contrasts with earlier studies on the impact of international experiences, which generally find that social and interpersonal skills are developed. This study also finds that when there appears to be a gender bias toward male students in employability behaviors predicted by cognitive abilities, this bias disappears when associated with international internships.

The thesis "Does ISS educate their students in accordance with the needs of the labor market?" deals with the relationship between tertiary education of graduates and their labor market outcomes. In the theoretical part the thesis deals with the importance of education in relation to the employability of graduates. The methodological part approaches this relationship on a case study of the Institute of Sociological Studies, Faculty of Social Sciences, Charles University. Evaluation as s research method is chosen to solve the diploma thesis. The analytical part gradually reveals the conceptual model of the evaluated program, stakeholders and their interests. The aim of the analytical part is to answer the evaluation questions about the level of work performance of graduate employability skills.

The diploma thesis is focused on the issue of public works as a tool for employability improvement of selected job applicants in the Czech Republic. For research purposes the public works are community works and public service. The elementary theoretical basis have been formed by the concept of workfare, the concept of lifelong employability and implementation. In connection to the above- mentioned, the thesis deals with the system of public works in the Czech Republic, especially with its setup and its relation to long-term unemployment. In addition, the thesis also reflects the role of public works for further assertion of long-term unemployed in the labour market. Examples of best practice abroad (in the selected European country - Poland) have been given for the sake of comparison here. It has been found out that while community works are already standardly used tool of active employment policy, the current form of public service needs innovations. Moreover, after finishing public works, people activated by that way usually become unemployed again. Therefore, the role of public works for further assertion of long-term unemployed consists mainly of soft benefits (basic work habits, socialization, etc.).

El presente documento tiene como finalidad analizar la viabilidad de un nuevo proyecto, el cual consiste en brindar a los estudiantes universitarios que cursan los últimos ciclos de la carrera, una plataforma que integre las distintas herramientas necesarias para desarrollar sus habilidades y potenciar sus conocimientos sobre su carrera profesional, a través de asesorías personalizadas con nuestros especialistas, cursos, elaboración de CVs y webinars. Asimismo, el estudiante tendrá la posibilidad de encontrar ofertas laborales según sus preferencias y necesidades. Esta propuesta de negocio que está bajo el nombre de Ujob, fue validado a través de diversas investigaciones y experimentos para obtener como resultado un servicio rentable y escalable en el tiempo que satisfaga las necesidades de nuestro segmento objetivo, el cual está compuesto de estudiantes universitarios que se encuentren en búsqueda de sus prácticas preprofesionales. En conclusión, luego de haber realizado cada uno de los experimentos en diferentes ámbitos, se ha podido evidenciar que nuestro modelo de negocio es rentable a lo largo de los tres años de análisis del proyecto. Por último, es importante recalcar que la participación de cada uno de nuestros posibles usuarios nos ha permitido validar el negocio y conocer su viabilidad en el mercado peruano. / The purpose of this document is to analyze the feasibility of a new project, which consists of providing university students in the last cycles of their degree, a platform that integrates the different tools necessary to develop their skills and enhance their knowledge about their professional career, through personalized counseling with our specialists, courses, resume templates and webinars. Students will also have the opportunity to find job offers according to their preferences and needs. This business proposal, which is under the name of Ujob, was validated through various research and experiments to obtain as a result a profitable and scalable service over time that meets the needs of our target segment, which is composed of college students who are in search of their pre-professional internships. In conclusion, after having carried out each of the experiments in different areas, it has been possible to demonstrate that our business model is profitable throughout the three years of project analysis. Finally, it is important to emphasize that the participation of each of our potential users has allowed us to validate the business and to know its viability in the Peruvian market. / Trabajo de investigación

A weaving program initiated in 1981 by the National Welfare Organization to support the women with low educational background living in a Slavic-speaking area of the mountainous borderlands of Northern Greece, and continued for thirty years until its suspension in 2010. This research aims to shed light on factors that are experienced as important by participants in handcrafted employability projects. By uncovering socio-political factors that led to the suspension of the program, and its consequences on the women, insights about better understanding and dealing with similar conditions could be beneficial for future programs. An open-ended research strategy using individual semi-structured interviews, under the scope of the biographical narrative approach, was followed. According to the research results, the existence of the workshop improved the working conditions of the local women. The positive impact of its operation is reflected on the economic and social life of the village too. However, the sudden decision for suspension left no room for reactions, thus resulting to various economic and social consequences on personal and community levels. In conclusion, the power of structural forces started and ended the program. Despite the restrictions and intentions of the program, the people of this small community managed to create beautiful artefacts and a balanced social atmosphere, as well as to enrich the social life of the village.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The main objective of the research is to analyze critically how the curriculum at a Community College in the Western Cape prepares young adults for the world of work in the fields of Travel and Tourism and Small Medium and Micro Enterprise (SMME) and develops their capabilities to become functioning members in society. I was guided by concepts such as knowledge and skills necessary to enhance employability as well as people‟s wellbeing and capability development. The data was gathered through interviews and analysis of national and institutional policy documents. The analysis of documents helped me to understand the curriculum‟s orientation to the world of work and its responsiveness to personal and social needs of young adults. The interview data helped me to reflect on the main research question, “What are the perspectives of academic staff, industry/sector representatives and young adults themselves on the knowledge and skills needed in the curriculum to prepare young adults for the world of work?” My research shows that the curriculum of the ABET Level 4 programme has become more vocationally oriented. It prepares students for the world of work in a general way; but there are some limitations. There is no practical work experience or work exposure as in the curricula of programmes at TVET colleges and universities. The research also found that the formal curriculum in combination with the extra-curricular activities had benefits for students in terms of personal development and equipping them to function better in their social environments. However, offering these activities depends on efforts made by lecturers over and above their normal duties and on donations from various sources. Extending or sustaining this combination of activities requires adequate staffing and resources. Finally the research highlighted various barriers students encountered and suggested that many of these barriers arise from structural constraints in the world of work and society. The research suggests that it is necessary but not sufficient to focus on the employability of young people and to equip them with knowledge and skills to prepare them for the world of work; it is also necessary to look beyond employability and consider the wellbeing of students (Powell, 2012; Jackson, 2005; Baatjes and Baatjes, 2008; Ngcwangu, 2019; Motala and Pampallis, 2007). Therefore my research suggests that education should not have a narrow focus and that the curriculum should integrate vocational and general education (Young, 1999). Furthermore, there should be a holistic approach in the curriculum which responds to multiple objectives including preparation for work and for functioning effectively in other areas of one‟s life. This implies that the curriculum should prepare students for the world of work AND take into account their well-being, dreams and aspirations for a better life.

No description available.

In Madagascar, the barriers to persons with disabilities' employability are multifaceted and relate to accessibility, funding, attitudes, and policies. Managers lack knowledge on disability and still perceive disabled persons as incompetent and associate them with costly accommodation needs. The purpose of this qualitative case study was to examine the management strategies and leadership styles that managers could use to enhance the employability chances of persons with disabilities. The conceptual framework featured the concepts of empowerment, employability, disability identity, and relevant transformational leadership theories. Semistructured interviews were conducted with 28 managers in private companies, institutions, cooperatives, and organizations in 3 regions of Madagascar. Data analysis was done with open hand coding and using NVivo 12 software. Key findings related to enabling management strategies that included promoting fair recruitment, tailoring jobs to disabled workers' competences and health conditions, ensuring communication and reasonable accommodation. The study revealed the merit of an inclusive transformational leadership in fostering the employability of persons with disabilities, through coaching, in-training supports, compassion and kinship, motivation, and trust building. The study benefits managers who could better attend to disabled workers' vocational needs. The study contributes to positive changes by influencing attitude change within the workplace and the community that could pave the way to an inclusive society in which disabled people could enjoy their rights to work.

El presente proyecto de una aplicación móvil para estudiantes universitarios muestra la viabilidad de su ejecución en base a la investigación realizada a lo largo del trabajo, la cual permitió detectar que tras analizar el panorama actual, muchos de estos estudiantes encontraban una serie de barreras en la búsqueda de empleos relacionados a sus carreras,. Asimismo, lo anterior se ha visto acrecentado por la pandemia, pues, ha disminuido gran parte de la demanda en el mercado laboral, por lo que se optó por la realización de una aplicación que ayude a los estudiantes universitarios a conseguir prácticas en pequeñas y medianas empresas de una manera más sencilla, eficiente y directa. De esta manera nació SolusJob. SolusJob consiste en una aplicación que sirve como intermediaria entre estudiantes universitarios y empresas que necesiten de servicios específicos, lo cual les dará la posibilidad a los estudiantes de mostrar sus habilidades, dando la posibilidad de brindarles empleo a plazo fijo, con lo cual podrán cumplir con los requerimientos de prácticas pre-profesionales. Para poner en marcha este proyecto se hizo un análisis del mercado, además, se desarrollaron una serie de planes operativos, los cuales contienen una serie de estrategias necesarias para asegurar su viabilidad. / The present project of a mobile application for university students shows the viability of its execution based on the research carried throughout the project, which allowed detecting that after analyzing the current panorama, many of these students faced a series of barriers in the search for jobs related to their careers. Likewise, the above has been increased by the pandemic, since a large part of the demand in the labor market has decreased, so it was decided to carry out an application that helps university students to get internships in small and medium-sized companies in a simpler, more efficient and direct way. In this way, SolusJob was born. SolusJob consists of an application that serves as an intermediary between university students and companies that need specific services, which will give students the possibility to show their skills, giving them the possibility of offering them fixed-term employment, with which they will be able to comply with the requirements of a pre-professional internship. To start this project, a market analysis was carried out, in addition, a series of operational plans were developed, which contain a series of strategies necessary to ensure its viability. / Trabajo de investigación