The fourth industrial revolution and twenty-first century employability development has emerged on education and political agendas as a priority all over the world. Researchers have suggested and investigated more innovative learning experiences using technology as part of a blended learning approach. Restructuring current programmes to include skills development has the potential to equip students with the skills needed for employment. The development of blended learning approaches is an expanding field in both developing and developed countries. Yet, the skills graduates display and employers’ dissatisfaction is a concern. Limited research has been conducted on the use of blended learning to enhance employability development in formal learning environments. Most of the available research relies on employer perceptions, with little data available on the knowledge, skills and values graduates actually possess or on the impact this has on employability outcomes. This study aims to address this gap by focussing on managing the quality of employability development in higher education using blended learning. The study was aimed at gaining insight into the perceptions, understanding, concerns and experiences of institutional managers, tutors, graduates and students in their real world when using blended learning to enhance graduateness. This aim made the qualitative research method a suitable match. This thesis reports on the resulting comparative study between a South African and an American institution using different blended learning approaches to compare different cases for similarities and variations. The South African higher education sector’s fitness for purpose and pursuit of benchmarking against international standards of academic quality, knowledge and expertise calls for redress and reform of teaching-learning. In the fourth industrial revolution with a 21st century knowledge economy, driven from a macro- meso- and microlevel perspective, higher education in South Africa has the potential to provide a workforce that is socially and economically viable and more inclusive. The thesis concludes with a model to support employability development in blended learning environments. / Uphuhliso lwezakhono nokuqesheka ngenkulungwane yamashumi amabini nanye,zivele kwii-ajenda yezemfundo kunye nezopolitiko njengeziqaqambileyo kwihlabathi jikelele. Abaphengululi bacebisile kwaye baphanda ngamanye amava amaninzi amatsha okufunda besebenzisa itheknoloji njengenxalenye yokuvelela ukufunda ngokuhlanganisiweyo/ngokudibeneyo. Ukulungiswa kwakhona iinkqubo ezikhoyo kubandakanywa uphuhliso lwezakhono kunako ukubaxhobisa abafundi ngezakhono ezifunekayo kwingqesho. Uphuhliso lokuvelela ukufunda okudibeneyo/okuhlangeneyo ngummandla owandayo kumazwe asakhulayo naselekhulile. Kunjalo, izakhono eziboniswa ngabafundi abanemfundo ephakamileyo,zibanga inkxalabo kubaqeshi. Uphando oluncinane luqhutyiwe ekusetyenzisweni kokufunda okuhlanganisiweyo ukuphucula uphuhliso lokuqeshwa kwiindawo zokufunda ezisemthethweni. Uninzi lophando olukhoyo luxhomekeka kwiimbono zomqeshi, onolwazi oluncinane kulwazi, izakhono kunye neenqobo ezisemgangathweni abafundi abanemfundo ephakamileyo ngokwenene abanazo okanye kwifuthe le nto enalo kwiziphumo zokuqesheka. Esi sifundo(Olu phononongo) sijolise ekuxazululeni/ ekudibeni lo msantsa ngokugxila ekulawuleni umgangatho wophuhliso lokuqesheka kwimfundo ephakamileyo kusetyenziswa ukufunda okuhlangeneyo. Uhlolisiso lwalujoliswe ekufumaneni ingqiqo kwiimbono, ekuqondeni, iinkxalabo kunye namava abalawuli beziko, abafundisi, abafundi kwizifundo zemfundo ephakamileyo abaphumeleleyo nabafundi kwilizwe labo lokwenene xa befunda ngendlela yokudibanisa ukufunda ukuphucula impumelelo yabo yokuba beneziqu. Le njongo yenza indlela yophando olusemgangathweni lufaneleke. Le ngxelo yeengcingane ezibhaliweyo engqinelwe zizixhobo ekukhutshweni kwengxelo kwizifundo zothelekiso phakathi kweziko loMzantsi Afrika neziko laseMerika kusetyenziswa uvelelo lwezifundo zokufunda ngokudibeneyo ezahlukileyo ukuthelekisa imiba eyahlukileyo kwefanayo kunye neyeleleneyo. Ukufanelekeka kwecandelo lemfundo ephakamileyo eMzantsi Afrika ngenjongo kunye nokulangazelela (nokusukela) imilinganiselo esemgangathweni yemilinganiselo yemfundo yamazwe ngamazwe, ulwazi kunye nobuchule bokulungisa nokutshintshwa kokufundisa nokufunda. Ngolwazi lwezoqoqosho lwenkulungwane yamashumi amabini nanye, oluqhutywa ngokwembono yenqanaba elikhuluu, eliphakathi nelincinane, imfundo ephakamileyo eMzantsi Afrika inokukwazi ukubonelela ngabasebenzi abafanelekileyo ngokwentlalo nangokwezoqoqosho kwaye ibandakanye okuninzi. Le thisisi iphetha okanye iphela ngemodeli/ ngomzekelo ukuxhasa uphuhliso lokuqesheka kwiindawo zokufunda ngokudibeneyo. / Ukuthuthukiswa kwamakhono kanye nokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme kuleli khulu-nyaka lama-21 sekubonakala njengento eseqhulwini ezinhlelweni zezemfundo kanye nezepolitiki emhlabeni wonke jikelele. Abacwaningi sebephakamise futhi bacubungula izindlela nezinqubo zokufunda ezintsha kusetshenziswa ubuchwepheshe njengengxenye yokufunda okuxubile. Ukuhlelwa kabusha kwezinhlelo ezikhona njengamanje ngenhloso yokubandakanya ukuthuthukiswa kwamakhono kungabahlinzeka abafundi ngamakhono adingekayo ukuze baqashwe. Ukuthuthukiswa kwezindlela zokufunda okuxubile kungumkhakha okhulayo emazweni asathuthuka ngokunjalo nasemazweni asethuthukile. Kodwa-ke nakuba kunjalo, amakhono aboniswa ngabafundi abaphuma ezikhungweni zemfundo ephakeme, kanye nokungagculiseki kwabaqashi, kuseyinto edala ukukhathazeka impela. Lukhona ucwaningo oluncane oselwenziwe mayelana nokusetshenziswa kwezindlela zokufunda okuxubile ngenhloso yokuphucula ukuthuthukiswa kokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme ngaphansi kwezimo zokufunda ezihlelekile. Ucwaningo oluningi olukhona njengamanje luthembele emibonweni yabaqashi, futhi kunedatha encane kakhulu ekhona mayelana nolwazi, amakhono kanye nezimompilo abanazo abafundi asebephothule iziqu zabo noma idatha ephathelene nomthelela walokhu emiphumeleni yokuqasheka kwabo. Lolu cwaningo luhlose ukuvala leli gebe ngokuthi lugxile ekuphatheni nokulawula ikhwalithi yokuthuthukiswa kokuqasheka kwabafundi asebephothule iziqu zabo ezikhungweni zemfundo ephakeme ngokusebenzisa ukufunda okuxubile. Ngalolu cwaningo kwabe kuhloswe ukuthola ulwazi olunzulu mayelana nemibono, ukuqonda, ukukhathazeka kanye nezimo abadlule kuzona abaphathi bezikhungo, abafundisi, abafundi asebephothule iziqu zabo kanye nezitshudeni esimweni soqobo abaphila ngaphansi kwaso lapho kusetshenziswa ukufunda okuxubile ukuze kwenziwe ngcono amathuba abo okuthi babe sebezuze ulwazi namakhono anohlonze ngenkathi bephothula iziqu zabo. Le nhloso yenza ukuthi indlela yocwaningo olukhwalithethivu kube ngefanelekile kulolu cwaningo. Le thisisi ihlinzeka umbiko mayelana nocwaningo lokuqhathanisa oluwumphumela walokhu olwenziwe phakathi kwesikhungo saseNingizimu Afrika kanye nesikhungo saseMelika kusetshenziswa izindlela ezihlukahlukene zokufunda okuxubile ngenhloso yokuqhathanisa izimo ezihlukahlukene ukuze kubhekwe izinto ezifanayo kanye nalezo ezihlukile kulezo zimo. Ukufaneleka komkhakha wezemfundo ephakeme waseNingizimu Afrika ukuqhathaniseka namazinga amazwe ngamazwe ekhwalithi yezemfundo, ulwazi kanye nobungoti kudinga ukuthi kulungiswe konke lokho okungahanjiswanga ngendlela efanele esikhathini esedlule futhi kulethwe izinguquko emkhakheni wezokufunda nokufundisa. Emnothweni wolwazi wekhulu-nyaka lama-21, oqhutshwa ngokwezinga elibanzi, elimaphakathi kanye nelincane, umkhakha wemfundo ephakeme unawo amandla okuhlinzeka ngabasebenzi abangaletha impumelelo nokusimama kwezenhlalo nakwezomnotho, futhi okungabasebenzi ababandakanya izinhlobo zabantu abavela emikhakheni yempilo ehlukahlukene kanye nasezigabeni zomphakathi ezihlukahlukene. Le thisisi iphothula ngokuhlinzeka ngemodeli ezosekela ukuthuthukiswa kokuqasheka kwabafundi ngaphansi kwezimo zokufunda okuxubile. / Educational Management and Leadership / D. Ed. (Education Management)

The research focused on constructing a psychological career profile for staff retention practices by investigating the relationship between employees’ psychological career meta-competencies (psychological career resources, career adaptability and hardiness) and their retention-related dispositions (job embeddedness and organisational commitment). A quantitative survey was conducted on a convenience sample of employed adults (N = 355) at managerial and staff levels in the human resource management field. A canonical correlation analysis indicated a significant overall relationship between the psychological career meta-competencies and the retention-related dispositions. Multiple regression analyses indicated the psychological career meta-competencies as significant predictors of the retention-related dispositions variables. Structural equation modelling indicated a good fit of the data with the canonical correlation-derived measurement model. Moderated hierarchical regression analyses showed that gender and marital status significantly moderated the relationship between the participants’ psychological career meta-competencies and the retention-related disposition job-embedded fit. Tests for mean differences revealed that males and females differed significantly regarding their self/other skills and hardy-commitment while the marital status groups differed signifcantly regarding their behavioural adaptability and hardiness. On a theoretical level, the study deepened understanding of the cognitive, affective, conative and interpersonal behavioural dimensions of the hypothesized psychological career profile. On an empirical level, the study produced an empirically tested psychological career profile in terms of the various behavioural dimensions. On a practical level, organisational staff retention practices in terms of the behavioural dimensions of the psychological career profile were recommended. / Industrial & Organisational Psychology / D.Com.(Industrial and Organisational Psychology)

When incarcerated youth – those with and those without disabilities – face the prospect of reentering the community, they have many obstacles to overcome. Employment requirements are often associated with terms of parole or aftercare. Those who fail to obtain and maintain employment often reenter the juvenile justice system instead of successfully reentering society. Research shows employment is critical for successful transition from incarceration back in to the community. Limited information is available about programs that positively impact post-incarceration employment for juveniles, however. Practitioners face the challenge of selecting effective curriculum, interventions, or supports. Unfortunately, the current knowledge base provides limited guidance about teaching employability and social skills to incarcerated youth. This study evaluated one instructional program, Ready for W.A.G.E.S., that teaches competencies for employability and social skills to incarcerated youth for the purposes of easing reentry. This instructional program was evaluated using a quasi-experimental, wait list control design with a sample of 22 incarcerated youth in one long-term juvenile justice facility. The results are varied, with the standardized instruments showing no statistically significant findings, but the qualitative evidence showing significant impact. Changes were made to the Ready for W.A.G.E.S. instructional program as a result of this study.

La démocratisation scolaire va de pair avec l’enjeu contemporain de l’adaptation scolaire. Une catégorie d’élèves handicapés en difficulté d’apprentissage ou d’adaptation (EHDAA) classifiés par le MELS demeure plus problématique que les autres. Il s’agit des élèves présentant des troubles de comportements extériorisés. Ces élèves sont plus susceptibles que les autres de ne pas suivre le cheminement régulier, de décrocher et de connaître des difficultés d’intégration professionnelle. Comment expliquer alors qu’une minorité d’entre eux, contre toute probabilité statistique, parvient à graduer et à s’insérer dans une carrière stimulante ? Comment peuvent s’atténuer les troubles de comportement à l’âge adulte? Ce mémoire a pour ambition d’apporter un éclairage sur ces questionnements et propose une analyse sociologique des facteurs de persévérance scolaire et d’insertion professionnelle d’adultes ayant présenté des troubles de comportements extériorisés durant leurs études secondaires. Il repose sur l’analyse d’entretiens biographiques de deux individus répondant à ces critères. L’analyse de leur trajectoire démontre que leur insertion sociale s’est formée grâce à l’ « interconnaissance » et l’ « interreconnaissance » de différents types de capital tel qu’entendu par Pierre Bourdieu. En se basant également sur la méthode d’analyse des récits d’insertion proposée par Demazière et Dubar, quatre tendances furent dégagées quant à la manière dont les ressources des enquêtés furent mobilisées. Bien que le matériau soit modeste, ce mémoire jette un regard inédit sur plusieurs facettes du phénomène qui espérons-le, retiendra l’attention d’autres chercheurs qui approfondiront les pistes mises au jour dans ce mémoire. / School democratization has brought the contemporary issue of adaptation in education. A category among students with disabilities or learning and adaptation difficulties (EHDAA) classified by the MELS remains more problematic than others. Students with externalizing behavior disorders are more likely to not follow the regular path, or to drop out and to have difficulties in professional integration. How to explain a minority of them, against any statistical predicate, manages to graduate and be part of an exciting career? How behavioral problems can be reduced in adulthood? This memory brings clarification on these questions and offers a sociological analysis of the factors of perseverance in school and employability of adults who experienced externalizing behavior problems during high school. Two interviews have been made on meaningful lives of two individuals who meet these criterias. Analysis of their trajectory demonstrates that social inclusion is formed by the "interconnaissance" and "interreconnaissance" of different types of capital as agreed by Pierre Bourdieu. Also, based on the analysis method of insertion stories proposed by Demazière and Dubar, four trends were identified regarding how the resources were mobilized by the respondents. Although the material is small, this study has a unique look at several aspects of the phenomenon, which hopefully will attract the attention of other researchers who will consider the finding tracks in this thesis.

This thesis deals with the recent issue of increased number of university students. It entails the problematic success on the labor market or reduction of quality of the particular studies. This research focuses not only on the Czech Republic region but also on some other chosen countries contending with the very similar issue. This thesis follows the analogous paper of Jan Keller and Lubor Tvrdý: "Vzdělanostní společnost? Chrám, výtah a pojišťovna". Classical statistical research and questionnaire survey were employed as the key methods of answering the main inquiries.

Les structures de l’Economie sociale et solidaire ont développé des relations professionnelles au fil de l’histoire sociale, de l’évolution des différentes formes de regroupements, et adaptées au cours des cycles économiques. Ces relations se sont transformées afin de satisfaire différents besoins et de couvrir différents risques. L’Abbé Pierre, fondateur du Mouvement Emmaüs a créé une structure permettant la protection sociale et l’emploi des populations exclues. Cette structure s’inspire d’anciennes formes de structures solidaires, les communautés ; et d’anciennes pratiques économiques, celles des chiffonniers. Les Communautés pratiquent une politique de "flexicurité" au niveau des conditions de travail. En effet, elles emploient des salariés, des bénévoles, mais aussi un troisième acteur : le Compagnon. Celui-ci est à la fois bénéficiaire d’une aide solidaire, et travailleur dans la structure qui lui fournit cette aide. Les Communautés sont des structures productives et solidaires, soumises à des obligations de rentabilité économique et de protection sociale. La comparaison entre la France, l’Espagne et le Royaume-Uni permet de voir l’évolution des relations de travail dans ces structures, selon des contextes économiques différents. La rationalité des communautés évolue selon leurs positions au coeur des différents marchés. Plus une Communauté s’éloigne de l’idéologie solidaire du mouvement, plus elle adopte des principes marchands. Cette flexibilité détermine la trajectoire professionnelle des Compagnons et les régimes communautaires de protection solidaire, créées par Emmaüs. / The Third Sector Structures have developed a form of Industrial Relations, linked to the Social Movement History; based on the evolution of different Cooperative groups; and adapted over the business cycle. This Relation System improves the well-being of individuals and Groups, it has evolved to suit social needs and to cover various risks. Abbé Pierre, founder of the Emmaus Movement has created a Structure providing supportive environment, social benefits and work for homeless people. This structure is similar to old forms of Charity and Cooperative structure, "Communities". It deals with old economic activities, those of "Ragpickers". Emmaüs Communities practice "Flexicurity" working policies. Indeed, they have staffs, volunteers, but also a third type of worker: the Companion. The Companion is both Social beneficiary and Worker in the structure that provides him Social benefits. Communities are both supportive and productive structures, dealing with Industrial and Welfare requirements. The comparison between France, Spain and the UK shows the evolution of Industrial Relations into the Communities, within different economical contexts. The Community’ Strategy evolves according to their positions on the Market. "The far, a Community is from Emmaus Movement’s Ideology, the more it adopts market principles". This flexibility determines the Career path of Companions. It conditions the Communities Welfare and Solidarity System.

Som en följd av flyktingvågen 2015 inleddes en satsning som syftade till att underlätta integrationsprocessen samtidigt som det skulle effektivisera matchningen mellan kompetens och efterfrågan på arbetsmarknaden. Ett av de projekt som initierades inriktades på att förmedla praktikplatser till nyanlända akademiker med kompetens inom vissa bristområden.   Studien har inriktats på arbetsgivarmotiv för att delta i praktikaktiviteter för nyanlända akademiker samt resultatet av dessa. Syftet har varit att konceptualisera arbetsgivarmotiv till och resultat av arbetspraktiken. Undersökningen har genomförts med en metodkombination av sekundärdata från arbetsgivarundersökningar samt egen insamlad empiri från intervjuer med arbetsgivarrepresentanter. Resultat presenteras under flera steg där motiven förklaras utifrån en teoretiserad motivmodell för att sedan användas för att tolka arbetsgivarmotiv ur både ett retoriskt och ett mer erfarenhetsbaserat perspektiv. Motivens relation till det ursprungliga arbetsmarknadspolitiska syftet har undersökts och slutligen har ett önskvärt resultat av arbetspraktiken identifierats och förklarats. / As a result of the refugee wave of 2015 an effort was initiated to facilitate the integration process and at the same time improve the matching efficiency of competence and demand at the labour market. One of the initiated projects focused on mediating internships for newcomer academics with competence from certain shortage areas. The study focused on employer motives for participating in internship activities targeting newcomer academics and their outcomes. The purpose was to conceptualize employer motives for and outcomes of internships. The study was carried out with a combination of methods of secondary data from employer polls and own collected empirics from interviews with employer representants. The result was presented in multiple steps where the motives was explained from a theorized model of motives to be used for analysing employer motives from a rhetorical and more experience-based perspective. The motives relation with the initial labour market policy purpose was examined and finally a desirable outcome was identified and explained.

Training Packages form the basis upon which practitioners in the Vocational Education and Training (VET) sector in Australia develop their pedagogical processes. As workplaces adapt their practices to compete globally, demand for skilled and knowledgeable workers places pressure on institutional training providers such as TAFE to develop training programs that support the acquisition of higher order thinking skills in graduates. Using a competence based framework as a backdrop, the research centres on the notion of the place of Project Based Learning in a Training Package context. The research proposes that learning through projects is an effective means of integrating Training Package outcomes with an instructional model that engages learners in independent, flexible and reflective learning. The research was conducted retrospectively from a case study of an AQF Level 6 Textile, Clothing and Footwear Training Package Program at RMIT University TAFE. An Action Research approach underpins the investigation, resulting in the profiling of teaching, learning and assessment as areas in need of further examination. These defining themes are explored in the context of the Project Based Learning model developed at RMIT, with consideration given to the potential for broader application. The discussion concludes with a theoretical review of the new understandings of pedagogy. The study aims to establish that a constructive alignment exists between the behaviourist approach of Training Packages and the more constructivist theories behind Project Based Learning; rendering it a suitable instructional model that meets the needs of 21st century learners.

<p>Följande studie syftar till att undersöka hur industriföretag på den värmländska glesbygden uppfattar pedagogikämnet vid Karlstads universitet. Studien har en tydlig inriktning mot arbetslivspedagogik, och det är framförallt arbetspedagogiska teorier som utgör studiens teoretiska grund.</p><p>Studien bygger på intervjuer med representanter från fem värmländska industriföretag.</p><p>Dessa intervjuer har sedan analyserats med avseende på respondenternas berättelser och de uttalande som kan kopplas till ämnet pedagogik, vilket är brukligt vid användandet av narrativ metod och analys.</p><p>Resultatet visar att de värmländska industriföretagen har behov av pedagogisk kunskap, men att de föredrar att anlita konsulter framför att ha någon anställd som arbetar med dessa frågor.</p> / <p>This study aims to investigate how industrial companies, situated in the sparsely populated areas of Värmland, understand the subject pedagogy at Karlstad University. The study focuses on educational science in working life.</p><p>The study is based on interviews with representatives from five industrial companies in Värmland. The interviews were analysed according to the respondents’ stories and statements which were referable to the subject pedagogy. This approach is customary when using narrative method and analysis.</p><p>The result shows that the industrial companies in Värmland have a need of educational knowledge, but that they prefer to engage consultants prior to employing someone to work continuously with these issues.</p>

Följande studie syftar till att undersöka hur industriföretag på den värmländska glesbygden uppfattar pedagogikämnet vid Karlstads universitet. Studien har en tydlig inriktning mot arbetslivspedagogik, och det är framförallt arbetspedagogiska teorier som utgör studiens teoretiska grund. Studien bygger på intervjuer med representanter från fem värmländska industriföretag. Dessa intervjuer har sedan analyserats med avseende på respondenternas berättelser och de uttalande som kan kopplas till ämnet pedagogik, vilket är brukligt vid användandet av narrativ metod och analys. Resultatet visar att de värmländska industriföretagen har behov av pedagogisk kunskap, men att de föredrar att anlita konsulter framför att ha någon anställd som arbetar med dessa frågor. / This study aims to investigate how industrial companies, situated in the sparsely populated areas of Värmland, understand the subject pedagogy at Karlstad University. The study focuses on educational science in working life. The study is based on interviews with representatives from five industrial companies in Värmland. The interviews were analysed according to the respondents’ stories and statements which were referable to the subject pedagogy. This approach is customary when using narrative method and analysis. The result shows that the industrial companies in Värmland have a need of educational knowledge, but that they prefer to engage consultants prior to employing someone to work continuously with these issues.