The aim of the study is to explore the experiences of international social work graduates when looking for employment in the field of social work in Sweden after graduation. Because the aim of the study is to study the experiences a graduate face when entering the labor market, we have deemed that a qualitative method with semi structured interviews to collect data would be best suited for our research. The selection will be chosen from international social work graduates who studied in Sweden. The intention is to focus on both graduates with 210 study points and graduates with 180 study points. 4 participants together. The empirical data was analyzed with the mind of using the theory of capital by Pierre Bourdieu. This theory; the theory of capital is seen as an empirically orientated concept, that has been one of the most widely used concepts in international sociology and on the intersection of sociology and educational studies. The authors have put the findings in three (3) categories: Background, labor market and further improvement. These themes were found to be a commonality with the graduates interviewed.  This study found that it can be hard to acquire employment nationally, with an international social work degree.

Orientador: Hugo Ferrari Cardoso / Resumo: O presente trabalho é composto por três estudos, apresentados em formato de artigos científicos, os quais apresentam ao leitor, sob diferentes óticas, o processo formativo na área da POT. O primeiro artigo teve o objetivo de identificar o espaço disponibilizado ao ensino da POT, atualmente, no processo formativo, a partir da caracterização das grades curriculares dos 162 cursos de Psicologia ativos no Estado de São Paulo. O procedimento de coleta dados consistiu em uma pesquisa documental para averiguação das matrizes curriculares e ementas. Muitos sites não disponibilizaram tais informações. No geral, daqueles que apresentaram, a média foi de 2,81 disciplinas por curso e 8,2% de espaço voltado às disciplinas e estágios em POT. A maioria dos cursos disponibiliza as disciplinas da área a partir do terceiro ano. A análise das ementas demonstrou uma preocupação dos cursos em ampliar o ensino da POT de um enfoque técnico e individualista para um enfoque mais sistêmico e político. O segundo artigo buscou analisar as percepções de 100 graduandos, de duas Universidades do Centro-Oeste Paulista, acerca da importância da atuação do psicólogo organizacional e do trabalho e do interesse em atuar futuramente na área. Os graduandos responderam dois questionários com perguntas abertas e fechadas. Em geral, os resultados apontaram para uma maior valorização da área de POT na universidade particular e no quinto ano. A maioria dos alunos do quinto ano (52%) revelaram ter pouco ou nenhum inter... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work consists of three studies, presented in the form of scientific articles, which present the reader, under different perspectives, the formating process in the area of Work and Organizational Psychology (WOP). The first article had the objective of identifying the space made available to the teaching of WOP, currently, in the formative process, from the characterization of the curricular grids of the 162 courses of Psychology active in the State of São Paulo. The data collection procedure consisted of documentary research to find out the curricular matrices and menus. Many websites did not provide such information. Overall, of those who has the information, the average was 2.81 subjects per course and 8.2% of space devoted to college subjects and internships in WOP. Most courses offer subjects in the area from the third year. The analysis of the menus showed a concern of the courses to expand the teaching of WOP from a technical and individualistic approach to a more systemic and political approach. The second article sought to analyze the perceptions of 100 students, from two Universities in the Midwest of São Paulo, about the importance of the professional performance of the organizational and work psychologist and the interest in working in the area in the future. The graduates answered two questionnaires with open and closed questions. In general, the results pointed to a greater appreciation of the WOP area at the private university and in the fifth year. ... (Complete abstract click electronic access below) / Mestre

No description available.

While much of the literature regarding college readiness focuses on student-specific factors, such as the individual's academic achievement; scores on college readiness assessments; and high school GPA, more research is needed to understand which school-level factors have the most influence on the percentage of college-ready graduates. The purpose of this research study was to explore the impact of various school-level factors (i.e., student demographics, college entrance exam facts, course offerings, and school characteristics) on the percentage of college ready graduates from Texas public high schools serving Grades 9-12 over a 3-year period. A multiple regression analysis conducted for each year's data resulted in three regression models, which identified various predictors (e.g. per-pupil instructional expenditures, teacher years of experience, taking advanced and/or dual credit coursework) of the percentage of college-ready graduates for schools accounting for 91.7%, 79.5%, and 65.6% of the explained variance in 2013, 2014, and 2015, respectively. Findings from this study provide educational leaders with data that could help them to make better-informed decisions regarding potential college readiness initiatives that, ultimately, could improve student performance.

Graduate tax is a concept that was only recently introduced into the public discourse in South Africa. Little is known about how it will be implemented and who will be liable to pay such a tax. The purpose of this study is to examine the proposed introduction of graduate tax for South African tertiary education graduates and the public perception of such a tax. To achieve the objectives of the study, relevant literature was reviewed that explained the concept of a graduate tax and the possible advantages and disadvantages of its imposition. Data collected by means of a questionnaire was analysed, which revealed the public perception of a graduate tax as well as its possible consequences. The analysis of the data collected indicated that graduate tax is perceived as an additional tax to be paid by graduates from tertiary institutions, whereas the literature defined it as a tax paid by tertiary institution graduates who received their tertiary education at no cost. Furthermore, it was found that the imposition of a graduate tax may deter some from pursuing a tertiary degree in order to avoid liability for such tax. The imposition of a graduate tax could also lead to an outflow of skills, as graduates would be likely to seek employment outside South Africa in order to avoid paying graduate tax. It is recommended in this study that more clarity should be given to the public as to what this proposed graduate tax would entail and who would be affected by it. / Dissertation (MCom)--University of Pretoria, 2012. / am2014 / Taxation / unrestricted

Det anses idag vara upp till individen att se till att vara anställningsbar, därav ligger ett stort fokus på individperspektivet i frågan om anställningsbarhet. Ur ett individperspektiv handlar anställningsbarhet om vad som kan anses vara viktiga egenskaper och kompetenser för att individen ska klara av att möta konkurrensen och de skiftande kraven på arbetsmarknaden. Syftet med denna studie är att ta reda på vilka upplevelser och tankar som finns bland personalvetarstudenter, alumner och arbetsgivare för att försöka förstå hur en kan bli medveten om sin egen anställningsbarhet och kunna påverka den. I studien undersöks deltagarnas upplevelse av begreppet anställningsbarhet, hur de föreställer sig att olika val kan påverka anställningsbarheten, samt hur personalvetarstudenters och alumners inställning gällande anställningsbarheten kan påverkas på olika sätt. Detta är en kvalitativ studie där resultatet bygger på semistrukturerade intervjuer, med ett urval studenter, alumner och arbetsgivare, som analyserats med hjälp av tematisk analys. Resultatet visar att det blir svårt att påverka den egna anställningsbarheten utan en självmedvetenhet, vilket förutsätter en förmåga att kunna reflektera över sina val, erfarenheter, egenskaper och kompetenser. Det visar även att individens upplevelser och förväntningar påverkar inställningen gentemot arbetsmarknaden vilket leder till att de kan gå miste om arbetsmöjligheter. / Today it is considered to be the individual's responsibility to ensure that they are employable, hence a significant focus on the individual perspective on employability. From an individual perspective, employability implies what can be regarded as important characteristics and competencies for the individual to be able to compete and match the changing demands in the labor market. The purpose of this study is to investigate Human Resource Management (HRM) students, alumni, and employers' experiences and thoughts that intend to understand how to become aware of one's employability and ability to influence it. The study examines the participants' experience of the concept of employability, how they imagine that different choices can influence their employability, and how the attitude of HRM students and alumni regarding employability can be influenced in different ways. This is a qualitative study and the result is based on semi-structured interviews, with a selection of students, alumni, and employers, which is analyzed using thematic analysis. The result shows that it will be difficult to influence one's employability without self-awareness, which requires an ability to reflect on one's choices, experiences, characteristics, and competences. It also shows that the individual's experiences and expectations affect the attitude towards the labor market, which means that they may miss out on job opportunities.

The effect of social capital on labor market outcomes is a key concern in sociological studies. Even though there are extensive studies on this topic, with the worldwide expansion of higher education, insufficient scholarly efforts have so far been devoted to understanding access to social capital in the educational setting and labor market impact of social capital for well-educated individuals. Moreover, studies on social capital and migration tend to focus on the role played by social capital on migration decisions and outcomes, contingency impact of social capital on migrants' labor market outcomes are not well understood. To fill the knowledge gap, this research is to examine undergraduates' social capital accumulation and mobilization on campus, and the associated outcomes for their job seeking, with the particular focus on 1) the impact of macro institutions on migrant students' social capital accumulation and mobilization; 2) contingency impact of social capital on labor market outcomes. Combining primary data from in-depth interviews in Tianjin and secondary data collected in Nanjing, China, I examine the different processes of social capital accumulation and mobilization between local and migrant students on campus, and associated labor market outcomes between local and returned migrant students. Findings of this study suggest that university provides an important context for undergraduates to establish social ties and accumulate social capital. By attending higher education institutions, especially elite ones, students gain opportunities to build exclusive social connections on campus. However, opportunities to accumulate social capital on campus are highly structured between local and migrant students because of the household registration system. Moreover, data from in-depth interviews have demonstrated that migrant students suffer disadvantaged capacities to mobilize social capital compared to their local counterparts. The household registration system deprives migrant populations of access to some local employment opportunities, such as government and government-affiliated organizations, migrant students suffer from weaker job information and influence when mobilizing their social capital. Further, by analyzing survey data from Nanjing, it has verified the institutional contingency impact of social capital upon the household registration system between local and returned migrant students. Both total and university-based social capital increases local students' chance to get a desirable job but does not do so for returned migrant students. The central argument of the study is that institutional constraints, such as the household registration system, could lead to different capacities for the accessibility and mobilization of social capital among local students, migrant students, and returned migrant students, finally leading to differential labor market outcomes in Chinese cities.

Philosophiae Doctor - PhD / Curriculum review can ensure that nurses develop appropriate competencies to respond to market demand. Regular revision and updating of curricula are in line with recommendations of the WHO to scale-up health professionals' education and training. Introducing transformative changes in education provides an opportunity to review the strengths and weaknesses of the current systems. The nursing profession was the first of the health professions in South Africa to transform its legislative framework, which led to the development of new qualifications.

Thesis advisor: David L. Blustein / Education is often thought of as the great equalizer that is capable of offsetting societal inequities (Holmes & Zajacova, 2014). Elite universities are characterized by the most selective admissions criteria, and attendance at these universities often provides access to the social capital necessary to pursue prestigious careers. Research shows that Black students attending elite universities experience racism while on campus (Torres & Charles, 2004; Warikoo, 2018). Scholars have also found that the experience of racism negatively impacts Black student’s well-being (Neville et al., 2004). However, little is known about what happens when Black students at elite universities graduate and enter the workforce, especially the ways in which they experience racism at work. Therefore, the purpose of this study was to better understand the ways in which experiences of racism at work impact on well-being and work-fulfillment for Black graduates at elite universities and to examine potential factors that may protect against racism. Black graduates of elite universities (N= 1,010) were invited to complete measures that assessed racial microaggressions (Racial and Ethnic Microaggressions Scale), racial identity (Black Racial Identity Attitudes Scale), racism-related coping strategies (Racism-Related Coping Scale) well-being outcomes (Mental Health Inventory and Satisfaction with Life), and work-fulfillment outcomes (Work Engagement and Job Satisfaction). The present study used structural equation modeling and findings were mixed. However, the results revealed that particular experiences of racism at work negatively impact both well-being and work-fulfillment. The results of moderation analyses showed that racial identity may serve as a protective factor against experiences of racism at work for Black graduates of elite universities. Implications for research, practice and policy, as well as study limitations are presented. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

No description available.