Typescript, etc. / Digitized by Kansas State University Libraries

As the higher education system expanded during the 1980s and early 1990s increasing numbers of mature women undertook the transition to graduate life. Such women also have a potentially prominent role as employees in the labour market of the mid-1990s in which the workforce is described as both feminised and "greying". Yet the dominant framework of research on the transition of graduates to the labour market, despite its recognition of the influence of structural factors of difference among graduates, has paid scant attention to the experiences of mature female graduates. This study begins the process of redressing that situation by adding both quantitative and qualitative data on the labour market outcomes of becoming a mature female graduate. The study's methodology is informed by feminist critiques of mainstream social research, and a central concern is to prioritise the perspectives of participants. The 137 women whose voices are represented in this dissertation entered first degree study on non-vocational courses, full or part-time, at or above the age of 21. They graduated from the University of Wolverhampton in 1994 and 1995. From their perspectives the transition entails considerably wider questions than those posed directly in relation to employment. Rather, the issues involve a complex interrelationship between structural and situational factors and the graduates' responses to these. Therefore the scope of the study incorporates questions of agency, understood as an aspect of identity. Escape, resilience, adaptation and marginality are core features of the findings connecting the three alternative forms of analysis presented. In these the graduates are first viewed collectively, then re-grouped in accordance with issues of age, gender, social class and ethnicity, and, finally, removed from categories in order to explore issues of identity and diversity. These analyses are then argued to be complementary perspectives that illustrate a possibility of moving beyond dichotomous approaches to understanding women's lives. The study concludes that the composite mature female graduate, Educated Rita, may be located and identified by addressing questions of structure and agency, similarity and difference, and that she considers the transition to be one in which she moves on

Thesis (M. Phil.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Employers have criticized the secondary education program stating graduates are not meeting expected entry-level job competencies and attitudes. Recent surveys of employers indicated wide dissatisfaction with the educational quality of high school graduates and confirmed much of the general criticism which has been made of American education.The purpose of this study was to obtain data to answer the following research questions:1. What are the entry-level job competencies and attitudes needed by high school graduates?2. What effect does the number of employees have the entry-level job competencies and attitudes required?3. What effect does the type of business have on the entry-level job competencies and attitudes required?Data were collected from 679 employers by the use of a mailed questionnaire.Major Findings In response to all three research questions, employers indicated an entry-level employee did not need understand basic economic/free enterprise concepts to be successful in an entry-level position. According to the responses to Research Questions No. 1 and 3, employers rejected the need for an entry-level employee to have the ability to speak critically and constructively in the exchange of ideas and to know the terminology of the business/industry. Employers rejected other questionnaire items but at a lower frequency rate than noted above.Conclusions1. A list of competencies and attitudes was established as being needed by an entry-level employee.2. The number of employees and type of business/industry did have an effect on the competencies and attitudes needed by an entry-level employee.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008. / Full text also available online. Scroll down for electronic link.

Thesis (Ph. D.)--Open University. BLDSC no. D68520/86.

Thesis (M.A.)--Ohio State University. / Bibliography: leaves 91-94.

Thesis (M.Env.Sc.) -- University of Adelaide, School of Social Sciences, Discipline of Geographical and Environmental Studies, 2003? / "November 2003" Bibliography: leaves 152-158.

Thesis (B.Sc. (Honours) in Economics)--Singapore Management University, 2005. / Senior thesis in part fulfillment for the BSc (Honours) in Economics degree presented to the School of Economics and Social Sciences, Singapore Management University 2004-2005. Includes bibliographical references (p. 32).

Thesis (Ph. D.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 615-676).