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Descriptors:
Foreign Countries; Higher Education; Labor Market; Study Abroad; Educational Cooperation; Education Work Relationship; Developing Nations; Developed Nations; Outcomes of Education; College Graduates; Graduate Surveys; International Education

Abstract:
This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant effects on the labor market outcomes. We observed no significant differences in the labor market outcomes between the two programs. Instead, the degree fields, internship, and university rankings are significant for the first employment. For current work, post-graduation qualifications and skills such as English become important. (Contains 7 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Social Class; Labor Market; Women Faculty; Role; Gender Differences; Labor Force; Social Capital; Occupational Aspiration; College Faculty; Work Attitudes; Personal Narratives; Social Mobility; Educational Attainment; Ethnicity; Family Characteristics; Success

Abstract:
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents' stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents' stories and experiences of their career success is inadequate because it has historically neglected to take account of women's position in the labour market. Drawing on an example from my data examining the influence of the respondents' familial attitudes and dispositions towards education, the paper contends that Bourdieu's concept of habitus is an invaluable tool for theorising senior female academics' pathways to career success by bringing together a cultural, social and economic understanding of social class and gender. (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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Rehabilitation Counseling; Counselors; Labor; Counselor Certification; Job Analysis; Labor Market

Abstract:
The purpose of this research was to benchmark the importance and use of labor market survey (LMS) among U.S. certified rehabilitation counselors (CRCs). A secondary post hoc analysis of data collected via the "Rehabilitation Skills Inventory--Revised" for the 2011 Commission on Rehabilitation Counselor Certification job analysis resulted in importance and use ratings across 11 content items and 11 demographic variables. This research suggests that labor market analyses, of which LMS could be a component, were considered to be along a continuum of "important" or "extremely important" by CRCs and performed along a range of "very infrequent" to "very frequent". Data suggest that those CRCs reporting the highest frequency of use of labor market analyses were older and male, possessed education in rehabilitation-orientated areas of study, had more than 20 years of post-CRC experience, were in the private/proprietary rehabilitation or private practice practitioner professional settings, and held the title of forensic/expert witness or rehabilitation consultant/specialist. For all survey items studied, employment setting and job title were found to be significant in the frequency of use of labor market analyses. Limitations, delimitations, and areas for further study were discussed. (Contains 3 tables and 1 note.) 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:
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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Descriptors:
Credentials; Competition; Participant Characteristics; Labor Market; Employment Experience; Interviews; Recruitment; College Students; Foreign Countries; Employment Potential; Extracurricular Activities; Student Attitudes

Abstract:
With the rise of mass higher education, competition between graduates in the labour market is increasing. Students are aware that their degree will not guarantee them a job and realise they should add value and distinction to their credentials to achieve a positional advantage. Participation in extra-curricular activities (ECAs) is one such strategy, as it allows students to demonstrate competencies not otherwise visible in their resumes due to limited job experience. This article presents data from interviews with 66 students about their use of ECAs in relation to the labour market. It describes the reasons students got involved in ECAs, how they integrate them in their resumes, their perceptions of their peers' behaviour and their beliefs about how employers will interpret their activities. Our data show that especially students involved in associations use ECAs to distinguish themselves from competition. Implications for employers, students and further research are discussed. (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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Descriptors:
Educational Policy; Educational Demand; Global Education; Foreign Countries; International Schools; Social Class; Labor Market; Language of Instruction; English (Second Language); Second Language Learning; Foreign Nationals; Educational Change; Private Schools; Language Role; Institutional Characteristics

Abstract:
This article discusses how in South Korea, English-medium international schools, initially established to educate foreign residents, have recently transformed themselves into private providers of global education for South Koreans. The article explains the social, economic and political circumstances under which the South Korean government has allowed this transformation to take place in response to the forces of globalisation as well as to South Korean elites' educational demand. The article argues that English-medium international schools are elite-class reproducing institutions. The role of English, one of the major imperatives of global capitalism, will also be discussed, as this language has been impinging on South Korea's education and labour market. (Contains 1 table 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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Descriptors:
Time to Degree; College Faculty; Tenure; College Instruction; Graduate Study; Graduate Students; Humanities; Doctoral Programs; Labor Market; Doctoral Dissertations; Academic Persistence; Adjunct Faculty; Employment Potential

Abstract:
Graduate education in the humanities is in crisis. Every aspect, from the most specific details of the curriculum to the broadest questions about its purpose, is in crisis. It is a seamless garment of crisis: If one pulls on any one thread, the entire thing unravels. It is therefore exceptionally difficult to discuss any one aspect of graduate education in isolation. Questions about the function of the dissertation inevitably become questions about the future of scholarly communication; they also entail questions about attrition, time to degree, and the flood of A.B.D.'s, who make up so much of the non-tenure-track and adjunct labor force. Questions about attrition and time to degree open onto questions about the graduate curriculum and the ideal size of graduate programs. Those questions obviously have profound implications for the faculty. So one seamless garment, one complexly interwoven web of trouble. In the humanities, when one talks about the purpose of graduate programs and the career trajectories of graduate students, the discussion devolves almost immediately to the state of the academic job market. Graduate programs in the humanities have been designed precisely to replenish the ranks of the professoriate; that is why they have such a strong research component, also known as the dissertation. But leaving aside a few upticks in the academic job market in the late 1980s and late 1990s, the overall job system in the humanities has been in a state of more or less permanent distress for more than 40 years. Since 1970 doctoral programs have been producing many more job candidates than there are jobs; and yet this is not entirely a supply-side problem, because over those 40 years, academic jobs themselves have changed radically. Of the 1.5 million people now employed in the profession of college teaching, more than one million are teaching off the tenure track, with no hope or expectation of ever winding up on the tenure track. Many of them do not have Ph.D.'s: According to the 2004 National Study of Postsecondary Faculty (the last such study conducted), 65.2 percent of non-tenure-track faculty members hold the M.A. as their highest degree--57.3 percent teach in four-year institutions, 76.2 percent in two-year institutions (many holding more than one part-time position). Clearly, something about the structure of graduate education in the humanities is broken. Or, more precisely, the system has been redesigned in such a way as to call into question the function of the doctorate as a credential for employment in higher education. 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:
Adjunct Faculty; Labor Market; Higher Education; College Faculty; Tenure; Teaching (Occupation); Job Placement; Temporary Employment

Abstract:
In a tight job market, visiting professorships can be appealing way stations for new Ph.D.'s while they search for permanent posts. Unlike adjunct positions, which are often renewed semester by semester, visiting professorships are set by annual or even multiyear contracts, with most capped at three years. The visiting jobs often come with health benefits and offer better pay than a typical adjunct receives, with visiting professors often earning close to the same starting salary as an assistant professor. The role is attractive to universities, too, which are using the positions to hire Ph.D.'s for teaching jobs that limited budgets make it difficult or impossible to otherwise fill. A visiting professorship can also offer an institution more stability than an adjunct appointment, as the contract is longer and the professor is often more engaged in departmental affairs. But while some scholars view visiting professorships as a road toward tenure, with resume-building experience in teaching and research, others have found the route can become a dead end. One historian didn't realize until too late that he was doomed to be a perpetual visitor. Others, however, still see the role as a steppingstone. 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:
Competence; Search Committees (Personnel); Labor Market; Expectation; Higher Education

Abstract:
The academic job market is an exercise in captivity, and the author thinks that she is still its prisoner. A Ph.D. in history, the author is learning the rules of the game, and finding that search committees could do with a few lessons, too. In this article, the author shares how she found a way out.

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Descriptors:
College Graduates; Underemployment; Employment Patterns; Labor Utilization; Unskilled Workers; Labor Market; Education Work Relationship; Educational Attainment; Salary Wage Differentials; Majors (Students); Cost Effectiveness; Human Capital; Labor Supply; Enrollment Trends

Abstract:
Increasing numbers of recent college graduates are ending up in relatively low-skilled jobs that, historically, have gone to those with lower levels of educational attainment. This study examines this phenomenon in some detail, concluding: (1) About 48 percent of employed U.S. college graduates are in jobs that the Bureau of Labor Statistics (BLS) suggests requires less than a four-year college education; (2) The proportion of overeducated workers in occupations appears to have grown substantially; in 1970, fewer than one percent of taxi drivers and two percent of firefighters had college degrees, while now more than 15 percent do in both jobs; (3) About five million college graduates are in jobs the BLS says require less than a high-school education; (4) Comparing average college and high-school earnings is highly misleading as a guide for vocational success, given high college-dropout rates and the fact that overproduction of college graduates lowers recent graduate earnings relative to those graduating earlier; (5) Not all colleges are equal: Typical graduates of elite private schools make more than graduates of flagship state universities, but those graduates do much better than those attending relatively non-selective institutions; (6) Not all majors are equal: Engineering and economics graduates, for example, typically earn almost double what social work and education graduates receive by mid-career; (7) Past and projected future growth in college enrollments and the number of graduates exceeds the actual or projected growth in high-skilled jobs, explaining the development of the underemployment problem and its probable worsening in future years; and (8) Rising college costs and perceived declines in economic benefits may well lead to declining enrollments and market share for traditional schools and the development of new methods of certifying occupation competence. (Contains 12 figures, 4 tables, and 65 notes.) [This paper was written with the assistance of Anthony Hennen, Harrison Cummins, Daniel Garrett, Joseph Hartge, and Nicholas Wetzel.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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