Thesis advisor: Curt Dudley-Marling / This critical policy analysis, informed by a qualitative content analysis, examines the ideological orientation of Florida’s A++ Plan (2006), and its incumbent impact upon social reproduction in the state. Utilizing a theoretical framework that fuses together critical theory (Horkheimer, 1937; Marcuse, 1964; Marshall, 1997), Bernstein’s (1971, 1977) three message systems of education and dual concepts of classification and frame, and Collins‘ (1979, 2000, 2002) notion of the Credential Society, the study examines the ideological underpinnings of the A++ Plan’s statutory requirements, and their effects on various school constituencies, including students, teachers, and the schools themselves. The study’s findings show that neoliberal and neoconservative ideological tenets buttress much of the A++ legislation, advancing four particular ideological imperatives: an allegiance to workforce readiness, a burgeoning system of standardization and accountability, the elevation of traditional values and nationalism, and the championing of individual responsibility. Through the control of Bernstein’s three message systems of education, these ideological imperatives deeply impact public education in Florida, and in particular have a disproportionately negative impact upon schools serving high-poverty, high-minority student populations. New initiatives such as the Major Areas of Interest mandate and the Ready-to- Work Program, both of which are heavily influenced by corporate interests, elevate an ethic of economy that commodifies students. At the same time, the legislation ushers in unprecedented levels of curricular and pedagogical standardization that makes comparisons between students and teachers a reality, while commensurately creating a more competitive climate between schools as a means of promoting school choice throughout the state. Further, the legislation advances a vision of society that is strikingly conservative in tenor through the deliberate manipulation of the state’s History and Health curricula, while simultaneously creating programs such as the Character Development Program that espouse a narrowly construed vision of character. Finally, each of the legislative moves described above are undergirded by an increasing reliance not upon the state, but upon the individual who comes to see her or his choices as the sole arbiters of her or his success or failure, absent any possible mitigating, external factor(s). The study concludes with recommendations for further research addressing the manifest effects of neoliberal and neoconservative axioms in education, and a call to action targeted at progressive educators to confront these types of “reforms.” It further recommends that policymakers acknowledge that handing the governance of schools and the curriculum therein over to neoliberal and neoconservative ideologues will result in schools that both overtly value instrumental, corporatist outcomes, and purposefully advance a myopic vision of our nation’s collective memory and system of governing values. The marriage of neoliberalism and neoconservatism is positioned as antithetical to progressive education, and stands to turn back the clock on issues of equity, social justice, and social mobility. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Social Work." Includes bibliographical referencs (p. 191-200).

Background: The transition and retention of newly graduated nurses are worldwide problems. With the nursing shortage and 33-61% of newly graduated nurses leaving their job within the first year, newly graduated nurses need to be work ready. Work readiness of new nurses is a new concept developed in Australia. Significance: New nurses are a vulnerable population that is dependent upon experienced nurses for knowledge, skills, and socialization into the profession. However, new nurses often experience rudeness, humiliation and conflict influencing professional success, patient care, and retention. Purpose: To apply the Work Readiness Scale – Graduate Nurses (WRS-GN) to a population of Baccalaureate (BSN) and Master’s Entry into the Profession of Nursing (MEPN) graduates from a southwestern university and determine if there is a relationship between the variables of work readiness, individual experiences of graduates, and the two groups. Research questions included: 1) What is the relationship between work readiness (social intelligence, personal work characteristics, work competence, and organizational acumen) and individual experiences? 2) Do newly graduated BSN and MEPN degree nurses differ on the WRS-GN constructs of social intelligence, personal work characteristics, work competence, and organizational acumen? Method: Descriptive correlational study with a convenience sample of graduates from a southwestern university. Participants received a survey through their school email account and a message was placed on the Alumni Facebook page. Results: Thirty participants (9.2% response rate), 93.3% were female, and 76.7% work in Arizona. None of the participants were planning to leave the profession of nursing in the next year. A statistically significant relationship was detected between work competency and length of nurse residency (r=.44, p=0.02) and a negative relationship was detected between personal work characteristics and nurse residency (r=-.41, p=0.02). No relationship was detected between the two groups and constructs of work readiness. Implications/conclusions: Work readiness is complex. Longer nurse residency is associated with greater work competence. Academia and employers should collaborate and provide courses that enhance the work readiness of newly graduated nurses. The WRS-GN has been tested once in a population of Australian graduate nurses therefore further research is needed to validate the WRS-GN.

ABSTRACT It is unfortunate that many graduates have difficulty in finding employment after completing their studies. Although graduates typically have academic and technical skills, they often lack some basic skills, also referred to as employability, or work readiness skills. Work Readiness Programmes, such as the Fasset Work Readiness Programme, have been introduced to bridge the gap between studies and work and aim at equipping graduates with the skills required in order to secure employment. The question was raised whether the skills that are advanced by means of the Fasset Work Readiness Programme, are in accordance with the skills that employers require from graduates for entry level positions. The objective of the research is to conceptualise the skills and competencies required from graduates for entry level positions and to determine if the skills and competencies that are advanced by means of the Fasset Work Readiness Programme and deemed important by graduates, are in accordance with the skills and competencies sought by employers in the Fasset sector. The specific aims of the study are as follows: (a) to conceptualize work readiness and the skills and competencies required from graduates for entry level positions; (b) to determine if the skills and competencies that are required from graduates for entry level positions in the Fasset sector are in accordance with the skills advanced by means of the Fasset Work Readiness Programme and (c) to determine which skills graduates regard as important for the world of work. Two quantitative research questionnaires (one for graduates and one for organisations) were developed for the purpose of the research. Both questionnaires consisted of two sections - a section containing biographical information that was used to compare differences between the groups and a section referring to the research aims. Descriptive statistics was one of the methods employed to analyze the data. The questionnaires proved to be reliable (Cronbach alpha coefficients and inter-item correlations were calculated). A preliminary investigation into the validity of the questionnaire was done. The research was successful in achieving the research aims. The skills and competencies required from graduates for entry level positions were conceptualized by means of an extensive literature review (including South African as well as international research). The research indicated that although Fasset registered employers regard some of the skills/competencies that are advanced by means of the Fasset Work Readiness Programme (i.e. oral communication, interpersonal skills and teamwork) as important, they value other work readiness skills that are not directly addressed by the Fasset Work Readiness Programme (i.e. mature attitude, innovation, positive work ethic) just as much. Graduates regard the skills/competencies that are included in the Fasset Work Readiness Programme (such as oral communication, written communication, interpersonal skills and teamwork and occupation skills) as more important than other work readiness skills that are not addressed by the programme (i.e. self-discipline, confidence, self-reliance, leadership, mature attitude and motivation). Graduates in general agreed that self-discipline, career development, the effective use of physical resources, independent time management, understanding an organisation's functioning in relation to its competitors and effective team work are important skills/competencies in the world of work. Recommendations are made for work readiness programmes in general, and for the Fasset Work Readiness Programme, as well as for future research. OPSOMMING Dit is ongelukkig die geval dat talle graduandi (mense wie grade of diplomas voltooi het) sukkel om werk te kry nadat hulle hulle studies voltooi het. Alhoewel graduandi gewoonlik die akademiese en tegniese vaardighede het wat verwag word, het hulle dikwels nie die basiese werkgereedheidsvaardighede nie. Werkgereedheidsprogramme, soos die Fasset Werkgereedheidsprogram, is ingestel om die gaping tussen studies en werk te oorbrug. Die doel van die program is om leerders bloot te stel aan die vaardighede wat vereis word om sodoende werk te kry. Die vraag het ontstaan of die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak posisies. Die doel van die navorsing is om die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer en om te bepaal of die vaardighede wat deur die Fasset Werkgereedsheidsprogram aangespreek word en deur graduandi as belangrik geag word, ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak poste. Die spesifieke doelstellings van die navorsing is om (a) die werkgereedsheid en die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer; (b) om te bepaal of die vaardighede wat van graduandi verwag word vir intreevlak posisies in die Fasset sektor ooreenstem met die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word en (c) om te bepaal watter vaardighede graduandi as belangrik ag in die werkswêreld. Twee kwantitatiewe navorsingsvraelyste (een vir graduandi en een vir organsiasies) was ontwikkel vir navorsingsdoeleindes. Beide vraelyste het uit twee afdelings bestaan - `n afdeling vir biografiese besonderhede wat gebruik is om verskille tussen sub-groepe te bepaal, en `n afdeling wat verwys het na die navorsingsdoelwitte. Beskrywende statistiek is een van die metodes wat gebruik was om die die data te analiseer. Volgens die Cronbach alpha koëffisiënte en inter-item korrelasies wat bereken was, is die vraelyste betroubaar. `n Voorlopige ondersoek m.b.t die geldigheid van die vraelys is ook gedoen. Die navorsingsdoelwitte was suksesvol deur die navorsing aangespreek. Die vaardighede wat van graduandi verwag word vir intreevlak posisies is gekonseptualiseer d.m.v. `n intensiewe literatuurstudie, wat Suid-Afrikaanse sowel as internasionale navorsing insluit. Die navorsingresultate het aangedui dat alhoewel werkgewers in die Fasset sektor sommige van die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word (bv. verbale kommunikasie, interpersoonlike vaardighede en spanwerk) as belangrik ag, daar ander werkgereedheidsvaardighede is wat nie deur die program aangespreek word nie (bv. volwasse houding, innovering, en positiewe werksetiek) wat ook as belangrik geag word. Graduandi het die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word as meer belangrik geag as ander werkgereedheidsvaardighede wat nie direk deur die program aangespreek word nie. Verder het graduandi in die algemeen aangedui dat self-dissipline, loopbaanbestuur, effektiewe gebruik van fisiese hulpbronne, spanwerk en `n begrip van die organisasie se werking met betrekking tot kompeteerders, belangrikke werkgereedsheidsvaardighede is. Aanbevelings vir werkgereedheidsprogramme in die algemeen, vir die Fasset Werkgereedheidsprogram en vir verdere navorsing is gemaak. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Thesis (MComm)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The world of work is increasingly changing, and to keep up with the changes, organisations are recruiting recent graduates with the aim of facilitating growth and continual improvement. The challenge is that these graduates do not necessarily possess the kind of competencies required to survive in the work environment. There are many challenges in the work environment that can affect the performance of graduates, and this requires certain competencies which graduates rarely possess. On the basis of the literature overview it is proposed that EI, SOC and PsyCap could contribute to strengthening graduates’ personal resources and contribute to their work readiness and ultimately their performance in the work environment. The aim of this study was to explore the relationships between emotional intelligence (EI), psychological capital (PsyCap), sense of coherence (SOC) and the work readiness (WR) of graduates. The main argument of this study was that the personal resources of EI, SOC and PsyCap may make meaningful contributions to the work readiness of graduates and subsequently their performance in the work environment. The existence of relationships between these variables was statistically investigated and the necessary conclusions were drawn. A sample of 183 participants was drawn from two universities in Africa. Participants completed existing reliable and valid instruments measuring EI, SOC and PsyCap. WR was measured using the recently developed WRS. Correlational analysis was undertaken to determine the relationships between EI, SOC, PsyCap and WR. Multiple regression analysis was undertaken to determine whether the independent variables (EI, SOC and PsyCap) contribute to WR. Results revealed significant positive relationships between several subscales of EI, PsyCap and the subscales of WR, more specifically with organisational acumen and work competence. Very low correlations and insignificant correlations were found between SOC and the subscales of WR. The multiple regression analysis revealed comprehensibility as the best predictor for personal work characteristics; emotional reasoning, emotional expression and optimism as best predictors for organisational acumen; efficacy and emotional self management as best predictors for work competence and efficacy as the best predictor for social intelligence. The conclusion that was drawn from this study was that EI and PsyCap contribute to WR, more specifically to organisational acumen and work competence.

ABSTRACT It is unfortunate that many graduates have difficulty in finding employment after completing their studies. Although graduates typically have academic and technical skills, they often lack some basic skills, also referred to as employability, or work readiness skills. Work Readiness Programmes, such as the Fasset Work Readiness Programme, have been introduced to bridge the gap between studies and work and aim at equipping graduates with the skills required in order to secure employment. The question was raised whether the skills that are advanced by means of the Fasset Work Readiness Programme, are in accordance with the skills that employers require from graduates for entry level positions. The objective of the research is to conceptualise the skills and competencies required from graduates for entry level positions and to determine if the skills and competencies that are advanced by means of the Fasset Work Readiness Programme and deemed important by graduates, are in accordance with the skills and competencies sought by employers in the Fasset sector. The specific aims of the study are as follows: (a) to conceptualize work readiness and the skills and competencies required from graduates for entry level positions; (b) to determine if the skills and competencies that are required from graduates for entry level positions in the Fasset sector are in accordance with the skills advanced by means of the Fasset Work Readiness Programme and (c) to determine which skills graduates regard as important for the world of work. Two quantitative research questionnaires (one for graduates and one for organisations) were developed for the purpose of the research. Both questionnaires consisted of two sections - a section containing biographical information that was used to compare differences between the groups and a section referring to the research aims. Descriptive statistics was one of the methods employed to analyze the data. The questionnaires proved to be reliable (Cronbach alpha coefficients and inter-item correlations were calculated). A preliminary investigation into the validity of the questionnaire was done. The research was successful in achieving the research aims. The skills and competencies required from graduates for entry level positions were conceptualized by means of an extensive literature review (including South African as well as international research). The research indicated that although Fasset registered employers regard some of the skills/competencies that are advanced by means of the Fasset Work Readiness Programme (i.e. oral communication, interpersonal skills and teamwork) as important, they value other work readiness skills that are not directly addressed by the Fasset Work Readiness Programme (i.e. mature attitude, innovation, positive work ethic) just as much. Graduates regard the skills/competencies that are included in the Fasset Work Readiness Programme (such as oral communication, written communication, interpersonal skills and teamwork and occupation skills) as more important than other work readiness skills that are not addressed by the programme (i.e. self-discipline, confidence, self-reliance, leadership, mature attitude and motivation). Graduates in general agreed that self-discipline, career development, the effective use of physical resources, independent time management, understanding an organisation's functioning in relation to its competitors and effective team work are important skills/competencies in the world of work. Recommendations are made for work readiness programmes in general, and for the Fasset Work Readiness Programme, as well as for future research. OPSOMMING Dit is ongelukkig die geval dat talle graduandi (mense wie grade of diplomas voltooi het) sukkel om werk te kry nadat hulle hulle studies voltooi het. Alhoewel graduandi gewoonlik die akademiese en tegniese vaardighede het wat verwag word, het hulle dikwels nie die basiese werkgereedheidsvaardighede nie. Werkgereedheidsprogramme, soos die Fasset Werkgereedheidsprogram, is ingestel om die gaping tussen studies en werk te oorbrug. Die doel van die program is om leerders bloot te stel aan die vaardighede wat vereis word om sodoende werk te kry. Die vraag het ontstaan of die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak posisies. Die doel van die navorsing is om die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer en om te bepaal of die vaardighede wat deur die Fasset Werkgereedsheidsprogram aangespreek word en deur graduandi as belangrik geag word, ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak poste. Die spesifieke doelstellings van die navorsing is om (a) die werkgereedsheid en die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer; (b) om te bepaal of die vaardighede wat van graduandi verwag word vir intreevlak posisies in die Fasset sektor ooreenstem met die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word en (c) om te bepaal watter vaardighede graduandi as belangrik ag in die werkswêreld. Twee kwantitatiewe navorsingsvraelyste (een vir graduandi en een vir organsiasies) was ontwikkel vir navorsingsdoeleindes. Beide vraelyste het uit twee afdelings bestaan - `n afdeling vir biografiese besonderhede wat gebruik is om verskille tussen sub-groepe te bepaal, en `n afdeling wat verwys het na die navorsingsdoelwitte. Beskrywende statistiek is een van die metodes wat gebruik was om die die data te analiseer. Volgens die Cronbach alpha koëffisiënte en inter-item korrelasies wat bereken was, is die vraelyste betroubaar. `n Voorlopige ondersoek m.b.t die geldigheid van die vraelys is ook gedoen. Die navorsingsdoelwitte was suksesvol deur die navorsing aangespreek. Die vaardighede wat van graduandi verwag word vir intreevlak posisies is gekonseptualiseer d.m.v. `n intensiewe literatuurstudie, wat Suid-Afrikaanse sowel as internasionale navorsing insluit. Die navorsingresultate het aangedui dat alhoewel werkgewers in die Fasset sektor sommige van die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word (bv. verbale kommunikasie, interpersoonlike vaardighede en spanwerk) as belangrik ag, daar ander werkgereedheidsvaardighede is wat nie deur die program aangespreek word nie (bv. volwasse houding, innovering, en positiewe werksetiek) wat ook as belangrik geag word. Graduandi het die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word as meer belangrik geag as ander werkgereedheidsvaardighede wat nie direk deur die program aangespreek word nie. Verder het graduandi in die algemeen aangedui dat self-dissipline, loopbaanbestuur, effektiewe gebruik van fisiese hulpbronne, spanwerk en `n begrip van die organisasie se werking met betrekking tot kompeteerders, belangrikke werkgereedsheidsvaardighede is. Aanbevelings vir werkgereedheidsprogramme in die algemeen, vir die Fasset Werkgereedheidsprogram en vir verdere navorsing is gemaak. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / Scholars argue within a human capital perspective that generic employability skills such as critical thinking, computer literacy, independent thinking, problem solving, communication skills must be included in human capital development. Employers are demanding that education and training institutions enable students to develop generic employability skills so that they can be 'work ready' for employment in the 'new knowledge economy'. As a consequence, the implementation of generic employability skills programmes can be found in Technical Vocational Education and Training (TVET) colleges worldwide. Framed within a human capital perspective, this research paper focuses on an investigation into the extent to which the National Certificate (Vocational) Life Skills course, offered at a TVET college in the Western Cape, enables students to develop the required generic employability skills of communication, problem solving, teamwork, leadership and critical thinking. Findings reveal that the NCV Life Skills course was both successful and unsuccessful in enabling participants to develop generic skills which make them 'ready for work'.

The academy, its faculty, and recruiters have discordant views about credentialed graduates’ workplace viability. As the powerful gatekeepers between education and the employment market, recruiters’ perceptions of college credentials may dictate applicants’ interview progression. Although nearly 100% of today’s college administrators believe higher education programs prepare students for the workplace, less than 12% of recruiters deem graduates ready to succeed in organizational settings after graduation. The purpose of this study was to investigate differences in recruiters’ perceptions of online and face-to-face higher education credentials as indicators of applicants’ workplace readiness. The theoretical foundation of this study was Spence’s signaling theory grounded on the traditional premise that academic credentials profoundly benefit college graduates. Topics of inquiry were recruiters’ perceptions of college degree importance, the applicability of online and face-to-face higher education credentials, academic rigor, educational quality, credential trustworthiness, and applicants’ workplace and leadership readiness. A non-experimental cross-sectional Higher Education and Workplace Readiness Survey comparative design provided quantitative data from 159 recruiters and was analyzed with U, H, and t tests. Recruiters viewed academic credentials as important to applicants’ workplace readiness, yet perceived that online college degree programs lack academic rigor and educational quality. Online bachelors, masters, and doctorate credentials were viewed as inferior to and less trustworthy than face-to-face credentials. Positive social change can occur when academic and organizational leaders collaborate to build principled degree programs around essential job skills, so graduates and recruiters view all academic credentials as trusted predictors of career readiness that benefit society.