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Descriptors:
Evidence; Adult Learning; Lifelong Learning; Investment; Labor Market; Outcomes of Education; Transitional Programs; Employment Potential; Economic Opportunities; Employment Opportunities; Longitudinal Studies; Foreign Countries; Surveys; Context Effect

Abstract:
Despite the expansion of post-school education and incentives to participate in lifelong learning, institutions and labour markets continue to interlock in shaping life chances according to starting social position, family and private resources. The dominant view that the economic and social returns to public investment in adult learning are too low to warrant large-scale public funding has been challenged by recent LLAKES research that shows significant returns to participants in lifelong learning with improvements in both their employability and employment prospects. It is argued that, under conditions of growing social polarisation and economic uncertainty, lifelong learning can have a significant protective effect by keeping adults close to a changing labour market. In this paper we review research from different disciplinary and epistemological traditions, providing evidence of the beneficial effects of lifelong learning, especially when taking into account the dynamics of the life course. Transitions and turning-points in youth and in adult life are markers of diversification of the life course; how far these diversifications amount to "de-standardisation" of the life course is debated. They involve biographical negotiation, in which any decision is consequential upon previous decisions and involves the exercise of contextualised preferences as well as the calculations of "rational choice". Gaining a better understanding of how changing demands are negotiated at different life stages offers a new perspective, moving from narrow versions of rational choice theory towards models of biographical negotiation as promising avenues for effective policy-making. (Contains 5 tables and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; College Faculty; Teaching Methods; Social Sciences; Employment Opportunities; Time Management; Foreign Countries; Womens Education; Womens Studies; Women Faculty; Performance Factors; Interviews; Research Administration; Individual Characteristics; Researchers; Phenomenology

Abstract:
This article examines the factors which contribute to the success of female academics engaging in research in social sciences. The data were obtained through a series of interviews carried out at public universities in Catalonia with women, all of whom were the heads of research groups recognized by the Generalitat de Catalunya (Catalan Government). These results reveal several aspects relevant for women academics, at both the individual and institutional levels, in terms of employment opportunities, management of research programmes, development of teaching strategies and individual time management. This should assist the development of institutional policies and practices within higher education to help women build successful research careers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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English (Second Language); Foreign Countries; Employment Opportunities; Work Experience; Labor Force; Foreign Students; Second Language Learning; Social Integration; Semi Structured Interviews; Social Discrimination; Cultural Pluralism; Student Attitudes; Cultural Awareness; Behavior Standards; Networks; Student Recruitment; Immigration

Abstract:
This study explored the integration experiences of 16 international students entering the Canadian workforce using a semistructured interview and constant comparison method. The international students were pursuing immigration to Canada, despite unmet job prospects. Students recommended that employers refrain from discriminating against students because of their international status and recognize the value of a diverse labor force. Students recommended that career services personnel help students build networks and employment contacts through pregraduation work experience. Incoming international students were advised to educate themselves about cultural norms for social and work interactions, research potential job opportunities, and create a professional network prior to degree completion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Best Practices; Cultural Differences; College Presidents; Occupational Information; Employment Opportunities; Content Analysis

Abstract:
This study investigated how well institutions were communicating their commitment to diversity within position announcements for presidential openings and whether or not this communication reflected best practices in forwarding the diversity agenda for institutions. The sample included 70 institutions that advertised for a new campus president in "The Chronicle of Higher Education." Using documents pertaining to the search, we applied content analysis to position announcements and campus websites dealing with presidential searches and diversity. Evidence indicated that within our sample only 13 (19%) of institutions stated directly that they were looking for a diverse applicant pool and that only 28 (40%) of the announcements mentioned diversity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Energy; Power Technology; Facilities; Employment Opportunities; Occupational Information; Credentials; Qualifications; Scientists; Engineering; Technical Occupations; Skilled Workers; Building Trades; Paraprofessional Personnel; Income; Employment

Abstract:
In the search for new energy resources, scientists have discovered ways to use the Earth itself as a valuable source of power. Geothermal power plants use the Earth's natural underground heat to provide clean, renewable energy. The geothermal energy industry has expanded rapidly in recent years as interest in renewable energy has grown. In 2011, the U.S. Bureau of Labor Statistics (BLS) counted about 1,050 jobs in geothermal power generation. And the Geothermal Energy Association estimates that there were about 5,200 jobs directly related to geothermal power production and management in the United States in 2010. Geothermal energy production is expected to continue to grow, and with it the demand for workers in associated occupations. This article describes geothermal energy and career opportunities in the industry, focusing on geothermal projects that generate electricity for power grids. The first two sections explain geothermal energy and how it works, and the third section discusses the different steps necessary to construct a geothermal plant. The fourth section highlights occupations that are critical to the geothermal industry. Each occupational overview includes information on job duties; occupational wage and employment data; and the credentials needed to work in these occupations, such as education, training, certification, and licensure. Sources for more information are listed at the end of the article. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Awards; Community Colleges; Certification; Allied Health Occupations; Fire Protection; Police; Maintenance; Welding; Business Administration; Information Technology; Building Trades; Employment Qualifications; Employment Opportunities

Abstract:
Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among the questions about certificates that one will need to have answered are the following: (1) What occupations can certificates prepare me for?; (2) What are some benefits and drawbacks to getting a certificate?; and (3) How can I find a program that's right for me? This article answers these and other questions about certificates and certificate programs. The first section of the article describes certificates and some of the occupations that require them. The second section explains some potential benefits and drawbacks to these educational awards. The third section offers advice on evaluating certificate programs. The final section provides additional sources of information. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Dropout Research; Dropouts; Foreign Countries; School Holding Power; Academic Persistence; Student Attitudes; Semi Structured Interviews; Majors (Students); Family Influence; Social Integration; Teacher Student Relationship; Educational Environment; Employment Opportunities

Abstract:
The purpose of this article is to investigate student perceptions of college departure in three state universities in Turkey. Since the beginning of the 1990s, higher Education System in Turkey went through a massification of higher education. The rapid growth brought enrollment and dropout issues in the system. A total of 58 participants were included in the qualitative study. Of the 58 participants, 35 students were later enrolled at various other programs. Twenty-three students did not drop out. Results indicated that student retention has been an uncharted territory in Turkey. High levels of dropouts lead to inefficiencies in the higher education system. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Change; Global Approach; Organizational Communication; Textbooks; College Instruction; Course Content; Relevance (Education); School Business Relationship; Employment Opportunities; Employment Qualifications; Job Applicants; Theory Practice Relationship; Content Analysis; Career Readiness

Abstract:
Organizations have changed dramatically over the last decade as globalization, new technology, and generational shifts shape almost every aspect of twenty-first century American society. Ideally, communication education would prepare students for experiences in the workplaces they will join after they graduate, but some have suggested that academia is disconnected from the realities of organizations. In these two studies we examined the degree to which organizational communication textbooks have kept pace with those changes. The first consisted of interviews with local organizational leaders. Those leaders identified communication-related issues that were important in their organizations. The second study consisted of a content analysis assessing the degree to which organizational communication textbooks address the themes found in Study One. The more abstract themes from Study One were found in abundance, but the practical applications of those themes were under-represented in these textbooks. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; Social Capital; Employment Opportunities; Economic Factors; Social Mobility; Academic Degrees; International Education; Role; Social Influences; Educational Experience

Abstract:
The fundamental logic of transnational education programmes is a one-to-one transfer of institutional capital across space and an unimportance of place. This article interrogates these presumptions and argues that space and place play an important role in transnational education. Drawing on research that examines the experiences of students and graduates of British degree programmes offered in Hong Kong, we conclude that institutional capital does not always travel wholly and smoothly due to a combination of policy-related, social, cultural and economic factors. Our findings also underline the importance of place in students' experiences, which are not sufficiently recognised by the providers. This, in turn, affects the ability of students to cultivate institutional and other forms of social capital, with implications for subsequent employment opportunities and social mobility. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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