published_or_final_version / Sociology / Doctoral / Doctor of Philosophy

by Leung Kin Hee. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1973. / Includes bibliographical references (leaf 101). / Summary in Chinese.

by Fung Yee-ching. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1979. / Includes bibliographical references (leaves 69-70). / Abstract also in Chinese.

本研究針對台灣政府在2008年底開辦的「97-98年度國中畢業未升學未就業青少年職能培訓輔導試辦計畫」進行成效及過程評估，該計畫以全台灣23間培訓機構進行培訓輔導之15-19歲雙待青少年為對象。研究方法採取量化及質化研究均等的混合型設計，從相關文獻回顧中歸納出就業力不足、社會網絡的匱乏及惡性循環的社會排斥，是在個人、社區及結構層次上造成雙待青少年問題出現的主要成因，並從而發展出提升就業力、聯結社會網絡及積極促進參與，作為處理雙待青少年問題之對策，以及檢視該計畫成效的三個面向。 / 研究發現該計畫對於協助參與的青少年脫離雙待狀態整體而言具有顯著成效，而在促進其聯結社會網絡面向及積極促進參與面向則成效良好，但在提升就業力面向成效較為有限，主要原因可能培訓時間過短，未能有效發展雙待青少年就業力的相關效能。再者，在過程評估方面，研究發現分散式的體驗教育安排方式在積極促進參與及聯結社會網絡方面較有顯著的效果，混合式的工作體驗安排方式在積極促進參與面向上明顯優於分開式，而學員半數以上來自法院轉介的班級呈現較顯著的進步，小班制在聯結社會網絡及積極促進參與面向上都具有較佳的成效，本研究也匯報了該計畫設計和執行過程中其他的可改進之處。 / 基於本研究的發現，研究者進一步提出值得關注的是社會角色的「不正當性」，是雙待青少年被視為問題的首要原因；另外，除了社會網絡的欠缺，他們還會涉入一些「負面社會網絡」，而「欠缺穩定性」的習氣，也是造成雙待青少年無法持續參與就學、就業及培訓的重要原因。最後，本研究提出相應的政策和實務層面之建議，例如建立陪伴式「在職輔導」的長期職業培訓模式，建立「以培訓機構為中心的社區網絡」，以及結合社會安全政策，鼓勵企業提供就業及見習機會等，以有效協助雙待青少年。 / This study evaluates the outcome and process of Evaluation of “The Project of Vocational Skills Training and Guidance for Junior High School Graduates not in Education or Employment in Taiwan. It is a training program targeting at young people aged 15-19 years old, who are not in education, employment or training (NEET). The mixed method of qualitative and quantitative research design was adopted. Exploring from the personal, community and structural levels, the inadequate employability, poverty of social network, and negative effect of vicious cycle of social exclusion were derived from literature review. As a result, the three dimemsions inadequate employability, poverty of social network, and social exclusion were identified and used as strategies to deal with the problem of NEET, and to examine the effectiveness of the Project. / The Study found that the Project has achieved significant effect as a whole in helping young people to get out of the situation of NEET, and also effectively promoted their social network dimension and active participation dimension; but the effectiveness of enhancement of employability was limited. / The major reason is mainly due to the short training time which cannot effectively developed the relevant employability of young people. Moreover, in the process of evaluation, the study also found that the scattered experiential education approach has significant effect in promoting active participation, the mixed mode of work experiential practice approach is better than separate approach, classes with students more than half referring from the courts demonstrate significant progress, and small classes in linking social networks and promoting active participation dimension have shown better results. Besides, the Project also reported other areas of improvement in relation to its design and implementation. / On the basis of the findings, the researcher further pointed out the stereotyped “illegitimacyof youth’s social role being seen as a problem in the major cause of young people to become NEET. Beside, despite of poverty of social network, they were laso involved in some “negative social network and fostered the “instability habit that affects the young people unable to participate in education and employment continuously. Finally, relevant policies and practices are suggested for future consideration, such as establishing long-term accompanying “on the job counsellingmode of training, developing the “training institute-based community network, and combining with social security policy, to encourage enterprises to provide jos and training opportunities to assist young people of NEET. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 吳正煌. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 340-363). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Wu Zhenghuang. / Chapter 第一部分 --- 理論與方法 --- p.1 / Chapter 第一章 --- 導論 --- p.2 / Chapter 第一節 --- 研究背景 --- p.2 / Chapter 第二節 --- 研究目的 --- p.13 / Chapter 第二章 --- 文獻回顧 --- p.14 / Chapter 第一節 --- 雙待青少年的定義 --- p.14 / Chapter 第二節 --- 雙待青少年的特徵與背景 --- p.20 / Chapter 第三節 --- 對「雙待」問題視角的批評 --- p.24 / Chapter 第四節 --- 雙待青少年研究的相關理論取向 --- p.27 / Chapter 第五節 --- 雙待青少年的對策 --- p.51 / Chapter 第六節 --- 方案評估 --- p.73 / Chapter 第三章 --- 研究架構 --- p.88 / Chapter 第一節 --- 研究框架 --- p.89 / Chapter 第二節 --- 成效評估及過程評估的效應理論 --- p.92 / Chapter 第三節 --- 研究問題及假設 --- p.93 / Chapter 第四節 --- 方案成效評估的測量指標 --- p.95 / Chapter 第五節 --- 小結 --- p.99 / Chapter 第四章 --- 研究方法 --- p.100 / Chapter 第一節 --- 哲學研究典範取向：後實證主義 --- p.101 / Chapter 第二節 --- 研究設計取向及研究策略 --- p.104 / Chapter 第三節 --- 量化研究部分之測量工具 --- p.118 / Chapter 第四節 --- 量化研究資料蒐集方法及過程 --- p.135 / Chapter 第五節 --- 量化資料信效度檢驗 --- p.147 / Chapter 第六節 --- 質化研究資料蒐集方法及過程 --- p.157 / Chapter 第七節 --- 資料整理與分析方法 --- p.170 / Chapter 第八節 --- 小結 --- p.178 / Chapter 第二部分 --- 研究發現 --- p.179 / Chapter 第五章 --- 參與研究樣本基本資料及機構相關變項 --- p.180 / Chapter 第一節 --- 量化問卷樣本的基本資料描述 --- p.180 / Chapter 第二節 --- 機構相關變項資料描述 --- p.186 / Chapter 第三節 --- 小結 --- p.190 / Chapter 第六章 --- 量化成效評估：提升就業力 --- p.191 / Chapter 第一節 --- 提升就業力的整體成效 --- p.191 / Chapter 第二節 --- 提升就業力之成效分析 --- p.193 / Chapter 第三節 --- 小結 --- p.196 / Chapter 第七章 --- 量化成效評估：聯結社會網絡 --- p.197 / Chapter 第一節 --- 聯結社會網絡的整體成效 --- p.197 / Chapter 第二節 --- 聯結社會網絡之成效 --- p.198 / Chapter 第三節 --- 小結 --- p.201 / Chapter 第八章 --- 量化成效評估：積極促進參與 --- p.202 / Chapter 第一節 --- 積極促進參與的整體成效 --- p.202 / Chapter 第二節 --- 積極促進參與之成效 --- p.203 / Chapter 第三節 --- 小結 --- p.207 / Chapter 第九章 --- 整體方案量化成效及過程評估 --- p.208 / Chapter 第一節 --- 成效評估：整體方案的量化成效 --- p.208 / Chapter 第二節 --- 過程評估：量化資料的研究發現 --- p.210 / Chapter 第三節 --- 小結 --- p.218 / Chapter 第十章 --- 質化資料的研究發現 --- p.220 / Chapter 第一節 --- 成效評估：質化資料的研究發現 --- p.220 / Chapter 第二節 --- 過程評估：質化資料的研究發現 --- p.247 / Chapter 第三節 --- 小結 --- p.273 / Chapter 第一節 --- 成效評估 --- p.278 / Chapter 第二節 --- 過程評估 --- p.282 / Chapter 第三節 --- 小結 --- p.285 / Chapter 第三部分 --- 討論、啟示及結論 --- p.286 / Chapter 第十二章 --- 討論 --- p.286 / Chapter 第一節 --- 個人層次：提升雙待青少年之就業力 --- p.287 / Chapter 第二節 --- 社區層次：強化雙待青少年的社會網絡 --- p.298 / Chapter 第三節 --- 結構層次：積極促進雙待青少年參與及社會融入 --- p.303 / Chapter 第四節 --- 相關理論的反思：對雙待青少年的適用性 --- p.311 / Chapter 第五節 --- 小結 --- p.319 / Chapter 第十三章 --- 啟示 --- p.321 / Chapter 第一節 --- 政策建議 --- p.321 / Chapter 第二節 --- 實務建議 --- p.324 / Chapter 第十四章 --- 結論 --- p.330 / Chapter 第一節 --- 研究結論 --- p.330 / Chapter 第二節 --- 研究貢獻、研究限制及未來研究建議 --- p.332 / ◎參考文獻 --- p.340 / Chapter 附錄一 --- 97-98年度國中畢業未升學未就業職能培訓輔導計畫 --- p.364 / Chapter 附錄二 --- 問卷 --- p.375 / Chapter 附錄三 --- 訪談大綱 --- p.379 / Chapter 附錄四 --- 受訪者同意書 --- p.381

Graduate development programmes have increasingly become part of South African businesses in order to acquire and retain the best talent pool. However, there is a great need for research in this area in South Africa. The current research study is a replica of McDermott et al’s (2006) Irish study, contrasting organisations that have a graduate development programme in place against those that do not. The current study was undertaken to assess satisfaction levels of graduate development programmes from a sample of graduates (N=63) from two large South African retail organisations. A survey questionnaire was administered and four interviews were conducted with the graduates. The findings of the research indicate that graduates, who have been part of a graduate development programme for 13 months or longer, showed dissatisfaction. Many attributed this dissatisfaction to non-recognition for the job, a lack of feedback on their performance, inadequate responsibility with tasks, a lack of prospects for advancement, underdevelopment of competencies, poor salaries, supervisors not understanding their skills requirements for the job and poor job security. In addition, the following job features were viewed as important contributions that an employer can offer graduates: “stimulating and challenging work”, “good opportunities for advancement” and “good salary and benefits”. This research study also provides significant recommendations for organisations wanting to implement, or currently utilising, a graduate development programme / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

The increasing number of U.S. college students studying abroad raises policy concerns about student success at school and their future career development. Therefore, this dissertation revisited the education production function, built up a comprehensive conceptual framework, summarized empirical evidence reported in prior studies, conducted research that described the characteristics of U.S. students studying abroad and used quasi-experimental research methods (e.g., propensity score matching and instrumental variables) to study the impact of studying in a foreign country on students’ at-college learning outcomes and post-college labor market returns after graduation. This dissertation is composed of three chapters on the impact of the experience of study abroad on students’ academic achievements, global perspectives at college, and post-college labor market outcomes, respectively. In Chapter I, I examined the study abroad student population and the impact of this international experience on students’ academic achievements. Based on a random sample of college students from the National Survey of Student Engagement, I used a propensity score matching (PSM) approach and found some significant influence of study abroad on student grade point averages. I also identified heterogeneous effects of study abroad program design (e.g., duration, logistics, and curriculum). Chapter II was prompted by the rising public attention to global mindset. Based on data from the National Survey of Student Engagement, I generated an index of global perspectives and found a positive impact of studying abroad. Results suggested that such international exchange increased student global perspectives and intended to better prepare U.S. students with global perspectives in this increasingly global economy and interdependent world. Finally, Chapter III was inspired by the wide array of returns to education literature. Using a nationally representative sample of Bachelor’s degree recipients from the Baccalaureate and Beyond Survey, I examined private returns to education abroad and found that study-abroad alumni are hired more quickly after graduation with higher starting salaries, compared with those who did not have such international experiences. I also found variations across subpopulations and different parts of the earnings distribution. In addition, findings from the above three national representative samples consistently showed that the participation rate of African American students is notably lower than that of the other ethnic groups. The top majors for study abroad students are Arts and Humanities and Social Sciences. In contrast, Health majors are dramatically lower for this group. Natural Sciences, Business, and Engineering majors are slightly lower, but not remarkably so. The proportion attending private institutions in the study abroad group was also higher than the sample average. These results suggested that study abroad in college education has positive impacts on student outcomes: students with study abroad experiences do better in school and fare better in the job market. Therefore, policymakers and college administrators may need to invest more in study abroad programs and take steps to find ways (e.g., study abroad scholarships, peer advice, parental support) to extend international opportunities for more students, especially those demographics that are poorly represented in the study abroad population. Hopefully in the near future, instead of “Can I afford to study abroad?” students will ask: “Can I afford NOT to study abroad?”

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The purpose of this study was to provide educators with empirical information on the qualifications personnel managers expect from entry-level employees. The study also compared school officials' rankings of employment qualifications of high school graduates with qualifications found by business personnel managers when selecting entry-level workers.The data collection process involved a card sort technique utilizing two decks of cards. Surveys were mailed to Indiana public school superintendents, high school principals, public school board presidents, and business personnel managers. A total of 1924 surveys were mailed with 528 ranked surveys returned.Six null hypotheses were two-way comparisons of desired entry-level qualifications and current entry-level qualifications. Ten null hypotheses compared desired qualifications with current entry-level qualifications.There was little agreement among the respondents or respondent groups regarding the most desired or currently found entry-level qualifications. All respondent groups ranked science and technology, social and economic studies, and writing as the least found qualifications. Personnel managers ranked science and technology as the most desired entry-level qualification. School officials ranked this qualification as one of the least desired entry-level qualification.If educators are to prepare students to meet the challenges of entry-level employment, general expectations must be developed that are acceptable to a variety of employers. Only through collaborative efforts between business and school officials will entry-level qualifications be developed that have meaning to both groups. Until that collaboration occurs, educators willcontinue to rely on their own beliefs as they prepare students for entrance into the world of work. / Department of Educational Leadership

The study explored the domains of graduateness and employability at one polytechnic in Zimbabwe. The focus was on how instructional delivery strategies and assessment tools could embed domains of graduateness and employer expectations. A phenomenological research approach was used in conducting the study. This qualitative research paradigm allowed the research to take place in a natural setting which enabled a holistic picture and use of an inductive mode of inquiry through the researcher’s immersion in the research setting. Human capital, teaching methods and flexible training models, among others, emerged as major strengths in training. However, these key strengths were marred by unprofessional practices and limited resources. In assessment, proficiency schedules, trade testing and use of external assessors emerged as key strengths. Pertaining to the curriculum, it emerged that on paper, curriculum specifications and design for implementation appeared relevant to the production of a graduate exhibiting attributes of graduateness. It however emerged that there was need to revisit the hidden curriculum, as training was dependent on the availability of resources. The study proposes a framework for promoting graduateness and enhancing employability through creation of mutual partnerships to collectively develop a curriculum that is acceptable to institutions and industry. Moreover, graduateness domains should be enshrined in the curriculum. A need for strategic selection of teaching and assessment methods which promote critical thinking, interaction, decision making and retention of information was identified. Major recommendations are that institutions should align themselves with market demands and technological changes to ensure employability. Institutions should also prepare graduates for transition to the world of work, by rendering adequate preparation through teaming up with industry and the use of appropriate teaching methodology.

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016. / The aim of this study was to examine how students experience the transition from the classroom to the workplace. This research explored what factors students found problematic and which factors was helpful during the transition. This research was qualitative and this study focused on the experiences of the participants and all data was collected from their perception of work practice. I used Activity Theory as a theoretical framework to compile and organize relevant data. Data was gathered using video recordings, hand written journal entries and individual interviews. The research was conducted in an on-campus design studio that is situated within the Design Faculty at Cape Peninsula University of Technology. The reason for choosing Design Logic as a site is the following; the studio sits neatly between the classroom and the workplace, although the studio is in a protected environment, most of the elements that are present in a real world setup is reflected within Design Logic i.e. the stresses of satisfying demanding clients, working with budgets, liaising with suppliers and the ever present looming deadlines all form part of the daily make-up of Design Logic. Although the starting point of the study was to search for the problem areas of the student’s transition into the work place, the analyzed data revealed the dissimilarities between the two systems and how the participants overcame the difference i.e. shifting identities and rules and norms to develop new skills suited for the work place. The workspace opened a Zone of Proximal Development (ZPD) and highlighted the value and importance of work practice in preparation of graduates for industry.