Praktinį problemos aktualumą nulemia dabartinė Lietuvos situacija: jos ūkiui perėjus į rinkos ekonomiką, kurioje nuolatinis lavinimasis ir ugdymasis yra vertinamas kaip priemonė, padedanti darbuotojui išlikti konkurencingu bei efektyviu siekiant tikslų ir panaudojant turimus išteklius. Didėjanti jaunimo migracija į užsienio šalis, tame tarpe aukščiausios kvalifikacijos specialistų emigracija rodo, kad didelė dalis darbuotojų Lietuvoje nėra pasirengę įsidarbinti bei dirbti. Tokiu būdu, vis aktualesne tampa įsidarbinamumo kompetencijos ugdymo bei ugdymosi problema. Profesinis rengimas orientuotas į asmens įsidarbinamumą, apimtų ir subjektyvių veiklos lygmenį tam tikro mokymosi/studijų dalyko/programos rėmuose, bei laiduotų tam tikrų socialinės ir profesinės veiklos formų įvaldymą įvairiose darbinėse, socialinėse ir kultūrinėse situacijose. Disertacinio tyrimo mokslinis naujumas - pagrįsta įsidarbinamumo kompetencijos reikšmė analizuojant veiklos sistemos bei profesinio rengimo požiūrius. Susisteminta mokslinė medžiaga pagrindžianti įsidarbinamumo kompetencijos struktūrą. Įsidarbinamumo kompetencija profesiniame rengime suvokiama bei kompetencijos ugdymas modeliuojamas, analizuojant įsidarbinamumo kompetencijos turinį bei raišką. Taip papildoma įsidarbinamumo kompetencijos samprata. Sukurtas įsidarbinamumo kompetencijos ugdymo profesiniame rengime modelis, grindžiamas profesinio rengimo ugdymo proceso veikėjų bei ugdymo turinio veiksnių sąveikos rezultatais. Disertacinio tyrimo... [toliau žr. visą tekstą] / The practical relevance of the problem is determined by the current situation of the Republic of Lithuania which has become market economy where lifelong training and learning are considered the means of helping employees stay competitive and effective in pursuing their objectives and using available resources. Increasing migration of young people – including top qualification specialists – to other countries shows that most of the employees in Lithuania are not prepared for employment and work. Thus, the problem of training and learning employability competency becomes more and more relevant. The scientific novelty of the study: The importance of the employability competency has been grounded through the analysis of approaches of the activity system and vocational training. Scientific data grounding the structure of the employability competency has been organised. The employability competency in vocational training has been perceived and development of competency modelled through the analysis of content and expression of employability competency. Theoretical impact of the study: supplemented concept of employability competency. Grounding of the place of the employability competency in the context of professional and general competences. Description of employability competency content. Revelation of the interaction between this competency and professional activity. Creation of a model of employability competency development in vocational training.

Tidigare har målteorier, föräldrastöd och karriärutveckling studerats men hur upplever unga vuxna sin anställningsbarhet i relation till sitt sociala arv från föräldrarna? Detta är studiens syfte att undersöka. Intervjuer genomfördes med 15 deltagare från två klasser på en gymnasiefriskola. En kvalitativ innehållsanalys för kategorisering och tematisering utfördes. Det uppkom tre teman: handling, medvetet betydelsefullt och teoretiskt betydelsefullt. Resultatet visade bland annat att deltagarna prioriterar socialt umgänge, olika idrotter och egen tid men upplever utbildningen som betydelsefull för framtiden. De unga vuxna som vuxit upp med vårdnadshavare utanför arbetskraften talade om hur arbetslösheten kan undvikas medan unga vuxna uppvuxna med vårdnadshavare i arbetskraften fokuserade på att utveckla sin anställningsbarhet. För att belysa skillnader i materialet utfördes viss jämförelse. Slutsatsen var att arbetsgivare kan tänkas möta både naiva och skeptiska arbetssökanden som inte ser kopplingen mellan yrke och drivkrafter men som är medvetna om att de egna valen är avgörande för livssituationen.

Praktinį problemos aktualumą nulemia dabartinė Lietuvos situacija: jos ūkiui perėjus į rinkos ekonomiką, kurioje nuolatinis lavinimasis ir ugdymasis yra vertinamas kaip priemonė, padedanti darbuotojui išlikti konkurencingu bei efektyviu siekiant tikslų ir panaudojant turimus išteklius. Didėjanti jaunimo migracija į užsienio šalis, tame tarpe aukščiausios kvalifikacijos specialistų emigracija rodo, kad didelė dalis darbuotojų Lietuvoje nėra pasirengę įsidarbinti bei dirbti. Tokiu būdu, vis aktualesne tampa įsidarbinamumo kompetencijos ugdymo bei ugdymosi problema. Profesinis rengimas orientuotas į asmens įsidarbinamumą, apimtų ir subjektyvių veiklos lygmenį tam tikro mokymosi/studijų dalyko/programos rėmuose, bei laiduotų tam tikrų socialinės ir profesinės veiklos formų įvaldymą įvairiose darbinėse, socialinėse ir kultūrinėse situacijose. Disertacinio tyrimo mokslinis naujumas - pagrįsta įsidarbinamumo kompetencijos reikšmė analizuojant veiklos sistemos bei profesinio rengimo požiūrius. Susisteminta mokslinė medžiaga pagrindžianti įsidarbinamumo kompetencijos struktūrą. Įsidarbinamumo kompetencija profesiniame rengime suvokiama bei kompetencijos ugdymas modeliuojamas, analizuojant įsidarbinamumo kompetencijos turinį bei raišką. Taip papildoma įsidarbinamumo kompetencijos samprata. Sukurtas įsidarbinamumo kompetencijos ugdymo profesiniame rengime modelis, grindžiamas profesinio rengimo ugdymo proceso veikėjų bei ugdymo turinio veiksnių sąveikos rezultatais. Disertacinio tyrimo... [toliau žr. visą tekstą] / The practical relevance of the problem is determined by the current situation of the Republic of Lithuania which has become market economy where lifelong training and learning are considered the means of helping employees stay competitive and effective in pursuing their objectives and using available resources. Increasing migration of young people – including top qualification specialists – to other countries shows that most of the employees in Lithuania are not prepared for employment and work. Thus, the problem of training and learning employability competency becomes more and more relevant. The scientific novelty of the study: The importance of the employability competency has been grounded through the analysis of approaches of the activity system and vocational training. Scientific data grounding the structure of the employability competency has been organised. The employability competency in vocational training has been perceived and development of competency modelled through the analysis of content and expression of employability competency. Theoretical impact of the study: supplemented concept of employability competency. Grounding of the place of the employability competency in the context of professional and general competences. Description of employability competency content. Revelation of the interaction between this competency and professional activity. Creation of a model of employability competency development in vocational training.

The current research aimed to develop a deeper understanding of the antecedents of job insecurity, and specifically focused on the perceived job insecurity; importance and probability of events likely to affect one’s total job. The aim of the current study was to explore relationships between the perceptions of perceived organisational support (POS), perceived employability, role ambiguity and role overload, and job insecurity. A questionnaire made up of seven separate scales investigated the perceptions of 100 employees from several different organisations experiencing change (e.g. recently been through a change process, currently going through a change process, about to go through a change process in the near future). Results confirmed three of the main hypotheses of the current study, suggesting negative relationships between POS, perceived employability, role overload and the dependent variable job insecurity (probability). Further analyses indicate that POS is a significant predictor of job insecurity (probability), and role overload and employability are significant predictors of job insecurity (importance). Overall, this paper provides support for the relationship between the antecedents highlighted in this study and job insecurity. Practical implications and directions for further research are discussed.

This article explored the experiences of college graduates in their program of study and during their transition from college graduation to the workplace. Factors focused on were perceptions of program and curriculum, employment preparation, connections to faculty and relationships with family members. Six individuals who graduated from the University of Kentucky Family Sciences (FAM) Department were interviewed. Participants openly shared positive and negative experiences. The study was examined through two theoretical lenses: Glen Elder’s life course perspective and Ludwig von Bertalanffy’s general systems theory. Participant interviews were transcribed verbatim and transcriptions were analyzed with inductive coding. Central themes that emerged included connections and networking, feelings in classes/curriculum/program, support and challenges within family relationships, transferring majors, ambiguity and lack of direction and graduate school. Findings from the study showed that graduates generally felt positively about their program of study and its translation to the workplace, though challenges were experienced in understanding what FAM was and what type of job it could lead to. Connections and networking within personal and professional relationships were found to be a crucial component of experiences.

Studier har visat att det finns ett gap mellan de egenskaper som arbetsgivare eftersöker och de personliga attribut som studenter besitter. Generic skills är personliga förmågor hos en individ som är användbara inom alla yrkesroller och nivåer i karriären och det är en mycket relevant aspekt av begreppet anställningsbarhet. Anställningsbarhet definierades ursprungligen som förmågan att få ett arbete, behålla detta arbete, samt att kunna finna ett nytt arbete om det skulle krävas. Studier har visat att generic skills utvecklas via kontakt med arbetslivet, till exempel i form av deltids- och säsongsanställningar, men en annan viktig metod för att utveckla studenters generic skills är arbetsintegrerade insatser under utbildningen. Syftet med studien var att undersöka huruvida arbetsgivares syn på vilka egenskaper som är viktiga i rekryteringssammanhang stämmer överens med de egenskaper som studenterna tror sig besitta, samt om studenternas uppfattning överensstämmer med de egenskaper som arbetsgivare faktiskt värdesätter. Studien bestod av två datainsamlingar. I den ena datainsamlingen deltog 74 företag inom Trestadsområdet och i den andra undersökningen deltog 466 studenter vid Högskolan Väst. Det huvudsakliga resultatet visade att studenterna tror sig besitta två av de tre, av arbetsgivarna, högst skattade egenskaperna, nämligen ansvarstagande och arbetsmoral. Dessa två egenskaper var även de som studenterna antog att arbetsgivare skulle värdesätta. Resultatet från studien stämmer inte överens med tidigare forskning. Slutsatsen blev att generic skills värdesätts i olika mån beroende på sammanhanget. Avslutningsvis diskuteras det huruvida Högskolan Västs arbetsintegrerade insatser har lett till att studenterna tror sig besitta ett flertal av de egenskaper som arbetsgivare faktiskt eftersöker / Research has indicated that there is a gap between which skills employer’s seek and what attributes student’s actually possess. Generic skills are defined as personal attributes, which are useful in all kinds of professions, at all levels in the career. Generic skills is an inherent part of any discussion about employability. Employability was originally defined as the ability to gain, maintain and regain employment. Studies have shown that generic skills are developed by real world experience, and due to this, work-integration during the education is crucial in order to develop generic skills. The aim of the present study was to compare whether employer’s perception of generic skills are consistent with the skills that students actually possess and if the students perceptions are the same as the one’s that employers value the most. The present study consisted of two surveys. In the first study 74 employers participated, and in the second survey 466 students at the University West participated. The main result showed that students believed they possessed two out of three, by the employers, top-rated skills (responsibility and work ethic) and these two skills where consistent with the student’s perceptions of which skills employers would value. This was not consistent with previous research. The conclusion was that generic skills may be valued differently due to the context. 2 Finally, it was debated if the high level of work-integration at University West could have led to the fact that the students possess several skills that employers value

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Made available in DSpace on 2014-06-11T19:33:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-03-21Bitstream added on 2014-06-13T19:23:46Z : No. of bitstreams: 1 munhoz_gs_dr_prud.pdf: 497873 bytes, checksum: 4dc8770b310693f8fdfa8650aeaa792c (MD5) / Este é um estudo de caráter exploratório-descritivo, sobre as trajetórias vivenciadas por um grupo de egressos, ex-funcionários, do Banco do Brasil. O recorte empírico foi a cidade de Maringá (PR). Tais desligamentos foram frutos da implementação de um instrumento gerencial conhecido por Programa de Desligamento Voluntário (PDV) em julho de 1995. Buscou-se compreender o espaço anterior ao PDV, com suas implicações e imbricações incorporadas, combinando uma contextualização do avanço neoliberal, com o intuito de auxiliar no entendimento desse processo de desligamento, com as trajetórias pessoais vivenciadas por seis funcionários durante e após o processo de adesão ao referido programa. Diante disso, nossa tese se propõe a identificar e analisar o quanto à construção do novo espaço contém de negação e de continuidade em relação à atividade exercida no Banco, bem como as possíveis contradições inerentes aos mesmos, levando em conta o papel da cultura organizacional e sua ruptura, representada por seu poder e ideologia, ensejando no passado à construção de uma identidade coletiva dos funcionários do Banco do Brasil, e após a indicação dos elegíveis ao PDV, uma (des)construção desta mesma identidade. Concluímos que o desaparecimento dessa identidade coletiva afetou a auto-estima de alguns e, a outros possibilitou, após o espaço ceifado, emergir o reconstruído, evidenciando que os egressos pesquisados souberam ou aprenderam a alterar suas histórias, deixando a condição de vítimas e passando a sujeitos participantes e efetivos em um novo espaço. / This is an exploratory and descriptive study about the experience lived by a group of six former employees of the Bank of Brazil in Maringá (PR), result of the implementation of a management instrument known as Voluntary Dismissal Program (VDP) in July, 1995. This paper tried to understand the organizational space before the VDP with its implications and inter-relations, combined with the contextualization of the neoliberal advance, with the auxiliary purpose of understanding this dismissal process through the personal experiences lived by these employees during the program and after joining it. Before that, our thesis aims to identify and analyze how much negation and continuity exist in the construction of a new space in relation to the work done in the bank, as well the possible contradictions related to this space. It was taken into account the role of the organizational culture and its rupture represented by its power and ideology which, in the past, produced the construction of a collective identity of employees of the Bank of Brazil and, after the indication of the eligible ones for the VDP, produced a (dis) construction of this same identity. We conclude that the disappearance of this collective identity affected the self-esteem of some employees and allowed others to emerge the reconstructed, which shows that the former employees analyzed knew or learned how to change their histories, by giving up their conditions of victims to become participant and effective subjects in a new space. So, we tried to contribute to the comprehension of the multiple consequences lived by men and women due to the lack of a stable and formal job and maybe to stimulate managers to reflect on the pertinent actions of the space where they are, as well as to offer the geographers others visions on the space in organizations.

Diversity and transformation demands on higher education require that all universities of technology revisit and redesign their qualifications and curricula in order to meet the challenges facing the higher education system in the 21st century, and to align with the Higher Education Qualifications Sub-Framework. The study focused on the knowledge bases of the current and new Diplomas in Office Management curricula, and how these were aligned with the broader aim of enhancing the employability of graduates. The problem investigated was the contribution of higher education to the work readiness of graduates within a diploma curriculum at a university of technology. This thesis argues that employability is enhanced by the programme and its content. The National Diploma in Office Management is currently being phased out, and a new programme, the Diploma in Office Management, is being developed. These two qualifications are the main focus of this thesis. Knowledge is considered an important component of modern societies, and thus the knowledge bases of the Office Management curricula can play a vital role in fostering the employability of graduates. The theoretical framework draws on three dimensions of Maton’s Legitimation Code Theory. These dimensions are Autonomy, Semantics and Specialisation, which allow for the analysis of the Office Management curriculum to enable the researcher to develop an understanding of the knowledge base of service and professional knowledge bases of the curriculum. The recontextualisation processes for professional curricula involve the recontextualisation of work practices into academic subjects as well as the recontextualisation of disciplinary knowledge into applied subject areas. This process involves a series of knowledge translations involving choices and struggles, for example, to determine which disciplines are essential in a National Diploma Office Management curriculum. These choices of what makes different categories of knowledge practices legitimate, and the purposes and interests they serve are conceptualised in Legitimation Code Theory. The use of Legitimation Code Theory determined the multi-method approach used to include the views of graduates, employers and academics, who were able to bring their own experiences, expectations, concerns and perspectives into the research process. The methods of data collection included Delphi surveys, documentary data from minutes of DACUM and curriculum workshops, curricular documents and course material, third-year student and alumni surveys, and interview documentation with academics from international and local institutions. These sources were used to secure triangulation of data gathering. The Autonomy dimension of Legitimation Code Theory was drawn on to analyse the documentary and curricular data to examine the history, origin and mission of the Office Management curricula to determine who decided on the knowledge bases of the curricula. The Delphi survey was designed to determine the knowledge areas which form the basis of the Office Management curricula, and to obtain additional content which had been omitted from the current curriculum to assist with the recurriculation of the new Diploma in Office Management. The data from the Delphi surveys, curricular and documentary data and interview data, were analysed by drawing on the Semantic dimension of Legitimation Code Theory to examine the content and knowledge areas which give the Office Management curricula meaning. The design of the Delphi survey also aimed to determine the attributes necessary for the role of the office administrator. The analysis of data produced from a variety of sources utilising the dimensions of the Legitimation Code Theory established that the knowledge base of office management work is that of professional service and support. The findings show that the Office Management curricula focus on technical and highly practical and contextual components with less emphasis given to the significant role of the linguistic knowledge base. Language, writing and oral communication skills are the foundation of the work of office administrators and office managers who are required to communicate at all levels of the organisation with employees and senior staff, and between the company and its stakeholders. The workplace demands of the field of information technology are continuously changing, and focusing on the “technology” without focusing on the communication knowledge principles that support this technology, gives evidence of what Maton calls knowledge blindness in the curriculum. This harks to when the focus on the mechanics of typing and shorthand caused the work of secretaries to become underrated as the focus was not on the multiple and complex literacies associated with this work. A solid disciplinary core of communication theory and a sound knowledge of business communication genres and technical communication are essential for graduates. This will provide graduates with the complex knowledge they will need to draw on to cope with the demands of the dynamic workplace, changing technology and society, and an unknown future.

Magister Commercii (Information Management) - MCom(IM) / The high rate of youth unemployment is a global phenomenon and a worrying factor. This contradicted the opportunity presented by the ICT sector, which requires e-skills, particularly e-literacy/or digital literacy skills in the entire sectors of the economy, not only ICT. Ala-Mutka (2011) defines e-literacy skills as the "basic technical use of computers and the internet". ICT skills are viewed as essential in the modern day world in order to improve individual’s chances of securing and keeping employment. Various initiatives to improve youth employability in South Africa, particularly those that are studying TVET colleges or those have already graduated. Various approaches have been adopted such envisaged by the White Paper for Post-School Education and Training of 2013 i.e. preparation for workplace, self-employment through close cooperation of TVET colleges and industry (DHET, 2013). Employers assume that graduates are familiar with computer and Internet usage. Thus, the study set the following objectives: • To understand the theoretical and contextual background of promoting employability; • To explore existing employability frameworks that might be relevant for promoting employability; • To identify and categorize the factors that are relevant for promoting employability obtained from pertinent literature; • To validate these factors by interviewing key TVET stakeholders and ICT experts; • To propose an employability framework customized for the South African context; and • To explain the use of these factors within the proposed employability framework. The objectives were realised by reviewing pertinent literature, which led to the development of an employability conceptual research framework for South Africa. A conceptual research framework that consists of five factors from the e-skills national curriculum competency framework: (i) e-skills for service delivery; (ii) e-skills for new jobs; (iii) e-skills for existing jobs; (iv) self-employment; and (v) ICT practitioner skills. In-terms of e-skills levels i.e. ICT user skills, e-business skills and ICT practitioner skills. The first three sets of e-skills are associated with ICT user skill, e-skills for self-employment are associated with e-business skills and then ICT practitioner skills. This conceptual research framework was subsequently empirically verified using an interpretive approach by interviewing key TVET stakeholders and an ICT expert. The empirical findings affirmed the validity of the above-mentioned employability factors but also uncovered two additional factors: (iv) practical experience and infrastructure. These factors were subsequently incorporated into the final employability framework for South Africa. The main contribution of this study is the fact that it brings a new employability framework for TVET colleges for the South African context, with the hope that it can be applicable in similar environments in the developing context. There are some limitations in the present study due to a small research sample that was caused by the unavailability of employed graduates. However, it is believed that this limitation did not deem the results and the academic and practical contribution of the study invalid.