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The purpose of this paper is to examine the potential of life story for the teaching of sociology to Social Work students. It contains the results of a teaching experiment in higher education which aims to foster sociological imagination among students.

The study employs a mixed methodology. The quantitative data came from a survey handed out to the students with closed and open questions. The qualitative information came from the contents of class exercises in which the students had to connect the theoretical contents of the course of sociology with the biographical narratives of different research subjects.

The results reflect student satisfaction or appreciation regarding the use of the life story as a teaching resource, as well as a successful acquisition of sociological skills and knowledge, such as critical thinking, micro-macro connection and the interplay between structure and agency.

Life story and narrative methods should be employed in post-secondary education as teaching instruments.

The study contributes to expand the reflection on narrative techniques as a pedagogical tool. The paper provides several examples of class exercises with biographical narratives that have demonstrated to be successful for teaching sociology in higher education.

Currently, different experiments in (partially) outsourcing public social protection to the market are observed. This paper seeks to identify two very different paths to outsourcing social protection: fragmentation of social protection on the one hand (in personal savings accounts) and amalgamation of social protection on the other (in life‐course savings schemes).

This study is theoretically based on the combination of three concepts which allow changes in social citizenship to be analyzed by means of social policy change and changes in resource flows. First, on the concept of life‐course regimes as put forward by Kohli; second, on the concept of social citizenship as proposed by Marshall; and third, on the concept of flows of resources related to these rights. The theoretical and methodological linkage of these concepts was first applied by Frericks.

These very different concepts of outsourcing social protection have implications for social inequalities, new insecurities and foreseeable under‐insurance. This is because, on the one hand, social protection redesign changes the obligatory character of social insurance, and on the other, it changes the social construction of the “adequately” protected which may no longer correspond to the factual situation of various groups of citizens.

The outlines of upcoming gaps in social protection, however, cannot adequately be grasped by the differentiation between “insiders” and “outsiders” of welfare systems. Although these gaps are related to status, they are more the result of life‐course trajectories, life‐course timing and age, implying that both the two current policy paths change intra‐ as well as inter‐generational differences in social protection. The characteristics of the two policy concepts and their foreseeable implications for social inequalities are analysed.

To understand how young men with disabilities react against overarching narratives of independence during the transition to adulthood in independent living and interdependent living arrangements with parents in order to address the gap between transition policy and real lived experience.

I use life history interviews and ethnographic “go-alongs” with nine men with mobility impairments to understand how they experience and make sense of independent living and interdependence during the transition to adulthood. Transcripts and field notes were analyzed using grounded theory methodology.

Data reveal diverging pathways participants took to interdependent living situation, rooting before transition, and returning during transition. These pathways are shaped by logics of residential decision-making: accessibility expectations and individual adaptability. Those who rooted before transition developed accessibility expectations that motivated them to remain living their parents’ homes while those who returned during transition relied on individual adaptability to overcome physical inaccessibility. Individual adaptability did not overcome inaccessibility – all returned to their parents’ homes. Pathways shape how each group of participants experienced and made sense of interdependent living arrangements and independent living. Those who rooted before transition found interdependence to be a route to increased independence, and did not consider independent living a marker of adulthood. Those who returned during transition found that the interdependence they experienced increased feelings of dependence.

Experiences and meanings emerging adults with disabilities have during the transition to adulthood reveal the complexity of interdependence and independent living. The pathways and the social forces shaping those pathways to interdependent living arrangements have implications for life course theory and disability policy.

The purpose of this paper is to report on a study into how a three‐dimensional (3D) virtual world (Second Life) can facilitate socialisation and team working among students working on a team project at a distance. This models the situation in many commercial sectors where work is increasingly being conducted across time zones and between multiple teams. Collaboration in these geographically distributed teams is virtual rather than through face‐to‐face interactions. The paper investigates how a virtual world such as Second Life compares to other collaboration tools such as instant messaging or Skype; and the challenges that students experience in becoming acquainted with and working in Second Life.

The paper has employed a qualitative research methodology involving data collection through group interviews, epistolary (email) interviews and semi‐structured individual interviews. The data have been analysed by applying the inductive analysis technique.

The analysis is presented through answers to questions which educators may have about the effectiveness of virtual worlds in supporting collaboration in virtual teams.

The paper highlights the pedagogical role of 3D virtual worlds in supporting communication, team working and community building. The methodology will be of interest to researchers in the area of virtual worlds as there is little guidance in the literature about how to evaluate student experiences of these environments.

The research reported in this paper is timely and significant in view of current business scenarios such as the challenges of a globally distributed work‐place, the need to offer training to develop employees' skills of working in distributed environments and to meet changing market needs. Furthermore, the research will support the development of a coordinated response to the Leitch review of skills in the UK, which identified issues of resource‐intensive travel, global warming and the need for businesses to be seen as “green” for customer attraction and retention.

The paper discusses the role of 3D virtual worlds in supporting student team projects involving students who are geographically dispersed. The sense of visual presence and of place in a 3D world can make socialising in a virtual world, a more “human” experience than in 2D environments such as web sites, e‐mail, wikis and blogs, and even phone or video‐conferencing. The research reported in this paper could enhance uptake of 3D virtual worlds by organisations facing the challenges of facilitating socialisation and knowledge sharing in a distributed workforce.

Purpose – Our study focuses on the impacts of young adults’ financial situation and agency on success and satisfaction regarding developmental tasks (attainments in educational, work and social domains) in the context of economic upheavals.

Methodology/approach – The study is part of the longitudinal Finnish Educational Transitions Studies (FinEdu), in which high school students (N=614 at baseline) participated once before and three times after graduation (ages 19–25) while progressing to tertiary education and employment.

Findings – Agency (indicated by achievement and social approach strategies) increased, whereas achievement and social avoidance decreased from ages 19 to 25. Financial situation improved from an objective but not subjective perspective. Both high and increasing levels of agency were related to high levels of success and satisfaction regarding developmental tasks at age 25. In particular, social approach was related to educational attainment, sense of belonging, and romantic relationship satisfaction. High initial levels of agency and an improved financial situation predicted low economic pressure at age 25.

Research implications – Both sociopolitical structures and individual agency are important in shaping life course transitions in early adulthood. The apparent discrepancy between the macro-level national economic recession and young adults’ relatively high economic satisfaction could be explained by high agency in a welfare state context.

Social implications – The study shows important links between individuals’ life course and the societal context of Finland, a secure Nordic welfare state in the midst of global economic upheavals.

Originality/value of paper – Our longitudinal study makes a significant contribution to life course research by comprehensively conceptualizing the developmental tasks and considering their individual and social determinants.

The global pandemic has introduced a new normal as work–life integration (WLI) and work from home (WFH) have become a necessity rather than a nicety. This chapter explores the stories of women globally on WLI issues and offers a strategic framework for WFH that traces theoretical progressions while proposing a new perspective. This chapter is grounded in qualitative and phenomenological research, conducted by the Work–Life Integration Project, comprising findings from over 600 interviews collected from women around the world, including Costa Rica, India, Iran, Nigeria, Norway, Sri Lanka, Uganda, and the United States. These global narratives detail life experiences from childhood and adulthood to future goals using a life course methodology. A new best-practice framework emerged from these findings which provides tools for WLI and WFH: being whole, being innovative, and being real. These mechanisms stem from the evolution of work–life balance theory and practice, starting with Systems Theory, Life Course Framework, Life Stories and Gender Role, and Strategies for Life Balance. This chapter explores a new Life Integration Framework and how it may provide individuals worldwide with the knowledge and strategies necessary towards developing a more personalised ‘ideal’ and therefore increased hope and prosperity for the post-COVID world.

This paper examines the drivers of brain gain by investigating the motivations of migrants who plan to return and contribute to their home country. It focuses on highly skilled Sudanese migrants in Japan, including a group of “plan-to-return” migrants (P-group), who intend to gain knowledge abroad that they will use to contribute to their homeland upon their return.

The participants are 24 highly skilled Sudanese migrants in Japan, 10 of whom are part of the P-group. To understand their motivation to contribute to their home country, the study applies the qualitative life course approach, using Elder's four life course themes: lives in time and space, the timing of lives, linked lives and human agency.

The P-group is characterised by a high level of motivation for self-development, which motivates them to study abroad. The analysis finds that the P-group's drive to contribute had been nurtured by a spirit of mutual aid in Sudanese society, which emphasises Islamic values and social ties. Religious norms, personal interactions and emotional ties to Sudan are especially influential on the P-group's motivation to contribute to their home society.

This study identifies drivers that lead to brain gain. Whereas previous studies have noted the relationship between return intentions and willingness to contribute to the home countries; they have not investigated influences on motivations to contribute. The results suggest that Sudan might already possess a system for local human resource development to encourage brain gain.

The purpose of this paper is to explore how the cooking experiences of older adults living in the USA contributed to cooking skill development and cooking practices over their life course.

In total, 17 adults aged 60 and older living in two rural counties, who prepared at least three basic meals per week, were purposefully recruited to represent different living situations, perceived income level, and education level. Two retrospective in-depth interviews with each person collected biographical cooking narratives, analyzed using a life course perspective. Life course perspective concepts and emergent themes were identified. Timelines for each participant were prepared.

All participants expressed interest and pleasure in eating but they described different patterns of skills, behaviors, and feelings regarding cooking. Four cooking trajectories emerged: resilient, expanding, contracting interest, and contracting capability. Cooking skills evolved for some only during older adulthood, and supported both contracting and expanding food preparation. When cooking declined, it decreased due to shifts in personal priorities or in physical capability to carry out cooking tasks.

Recognizing the different patterns of cooking trajectories may help health care providers and the food industry better serve the diverse nutritional needs of older adults, including those not traditionally served: individuals who are actively seeking information as they increase their cooking and those who are avoiding cooking due to lack of interest.

Trajectories are a useful tool for analyzing skills and practices over time, which can facilitate understanding of food choice activities. Trajectories have not been previously used to explicitly examine cooking skills.

Explores the limited value of concepts such as Baby-Boomer, Generation X (Gen X) and Generation Y (Gen Y) and advances the view that life course is more valuable.

Examines how young adults in Britain, born between 1975 and 1982, conceptualized the notion of work-life balance as they were about to leave university and enter full-time paid employment.

Reveals that the notion of individual choice strongly underpins young adults’ conceptualization of work-life balance and expectations of work-life balance support; while young British and Asian adults largely considered it to be a matter of individual choice, there were variations in their preferences for how to prioritize their impending employment and personal lives; and four emerging patterns of work-life balance orientation preferences were found – balancer, careerist, career-sacrificer and integrator.

Provides support for the argument that the work-life balance perceptions of young adults who would belong to the so-called Gen Y cannot be generalized and simplified as being either work-centric or life-centric. The picture is a lot more complex given the diversity within this group of young adults.

Highlights how, instead of looking for generational differences (or age-related differences) which can be divisive, it is more useful to look at the issue of multi-generations in a broader way.

By using a life-course approach instead of a generational approach, is able to take into account how past transitions have shaped the way work-life balance was discussed by the young adults and how anticipated future transitions were expected by the young adults to change their needs and therefore expectations of employer and government support.