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Book part
Publication date: 2 August 2022

Leonard Shedletsky, Jeanette Andonian, David Bantz and Dennis Gilbert

This chapter reports on a course that is designed to facilitate the students’ transition out of college and into life after graduation. It describes how the course foregrounds the

Abstract

This chapter reports on a course that is designed to facilitate the students’ transition out of college and into life after graduation. It describes how the course foregrounds the problems students face, both the technical aspects of the transition and the emotional experience, unthought out ideas about what the students want, their goals, and how they might go about achieving their goals. The authors report on the course culture, assignments, observations from teaching the course, student feedback from focus groups, surveys, behavior, as well as summaries of data on the student’s experience.

The need for this course is supported by the research literature on emerging adulthood. In addition, the authors report on focus group and survey data gathered. The modern discourse on the post-college transition commonly emphasizes economic and practical hurdles, such as educational loan debt, student employability, skill transferability, career networking, and job interviewing. Receiving far less attention are the psychosocial and developmental dimensions that color the student experience of the graduation transition.

Yet very few colleges and universities have paid attention to this glaring need, especially public institutions with many first-generation college students. This chapter describes a college course dealing with the problem of transitioning to life after college taught in an intellectual, communal, and personal atmosphere.

Content available
Book part
Publication date: 2 August 2022

Abstract

Details

ICT and Innovation in Teaching Learning Methods in Higher Education
Type: Book
ISBN: 978-1-80043-265-9

Article
Publication date: 20 November 2023

Lilach Alon

The study investigates the information-related challenges as well as the practices adopted by early-career researchers during transitions between roles and institutions. Its…

Abstract

Purpose

The study investigates the information-related challenges as well as the practices adopted by early-career researchers during transitions between roles and institutions. Its primary goal is to delve into how information behaviors serve as scaffolding during significant life shifts. Moreover, the research aims to provide actionable insights based on this scaffolding concept for individuals navigating transitions.

Design/methodology/approach

This preliminary and exploratory study took a phenomenological approach to examine the role of information seeking and personal information management (PIM) behaviors during life transitions. In-depth semi-structured interviews were held with 15 early-career researchers from various disciplines, who were about to finish their PhDs or had recently graduated.

Findings

By employing information seeking and PIM practices, participants were able to address three main information challenges that arose during the transition process: the timing of information behavior, the nature of information and the social components of the transition. The use of networked and independent information seeking/validation practices enabled to establish a sustainable network of transition-related information, reducing uncertainty. PIM practices helped planning the transition, maintaining information over the long-term and gaining control over personal information.

Originality/value

This study underscores the significance of information behaviors, encompassing both information seeking and PIM, as scaffolding mechanisms during crucial life transitions. It offers essential insights that can guide the creation of impactful interventions and resources. Additionally, the research illuminates the pressing demand for more in-depth exploration in this domain.

Details

Aslib Journal of Information Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-3806

Keywords

Article
Publication date: 11 July 2018

Jane Hughes, Sue Davies, Helen Chester, Paul Clarkson, Karen Stewart and David Challis

The purpose of this paper is to explore the views of people with learning disabilities on issues associated with continuity of care in the transition from full-time education to…

Abstract

Purpose

The purpose of this paper is to explore the views of people with learning disabilities on issues associated with continuity of care in the transition from full-time education to adult care and support.

Design/methodology/approach

Data collection was undertaken with people with learning disabilities and staff in two advocacy organisations in one area of England in 2012. In total, 19 participants attended three focus groups. Analysis focussed on continuity of care and was guided by the framework approach to qualitative analysis.

Findings

Teachers, social workers in children’s services and youth workers were identified as making important contributions to the transition process. Information relating to learning and social development was identified as most important to inform transition planning with less priority accorded to health, communication, and self-care and independence. Participants appeared to value principles which underpin continuity of care.

Research limitations/implications

This study provides insights into attributes of continuity of care valued by people with a learning disability. Possibilities of translating these attributes into practice within localities are explored. Findings could be used to inform strategic planning locally to promote service integration thereby contributing to continuity of care within transition planning.

Originality/value

Continuity of care in the transition planning process is highlighted in policy guidance with recognition that both practice and procedures require improvement. This research explores areas for development from the perspective of people with learning disabilities.

Details

Tizard Learning Disability Review, vol. 23 no. 3
Type: Research Article
ISSN: 1359-5474

Keywords

Article
Publication date: 1 April 1990

N.S. Forster

It is now well recognised by academic andorganisational practitioners that the effectivemanagement of job changes and relocations willbe among the most important tasks facing…

Abstract

It is now well recognised by academic and organisational practitioners that the effective management of job changes and relocations will be among the most important tasks facing Human Resource Managers in the 1990s. To cope with the challenges of the 1990s many organisations will have to retain effective, committed, flexible and mobile managerial workforces. Hence, companies, personnel managers and individual employees can all benefit from a clearer understanding of the personal dynamics and outcomes of job changes and mobility. Also, whilst a number of guides to the legal and financial aspects of relocation are now available, none has systematically addressed the personal problems faced by employees, their families and other dependants. Hence, the focus is upon the personal and familial aspects of these dual transitions. The aim is to provide an understanding of the main issues and themes surrounding job changes and the personal side of relocation and provide detailed guides on “good practice” for employers, personnel managers, employees and their dependants.

Details

Personnel Review, vol. 19 no. 4
Type: Research Article
ISSN: 0048-3486

Keywords

Open Access
Article
Publication date: 7 February 2022

Niels van der Baan, Inken Gast, Wim Gijselaers and Simon Beausaert

The present study proposes coaching as a pedagogical intervention to prepare students for transitioning to the labour market. Taking a competence-based approach, the proposed…

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Abstract

Purpose

The present study proposes coaching as a pedagogical intervention to prepare students for transitioning to the labour market. Taking a competence-based approach, the proposed coaching practice aims to enhance students' employability competences to facilitate a smoother school-to-work transition. However, what transition coaching looks like remains largely unclear. Moreover, in competence-based education, teachers are expected to be highly skilled coaches, facilitating students' transition to the labour market. The present study aims to map the core competencies of a transition coach.

Design/methodology/approach

A qualitative design was adopted to map the core competences of a transition coach. Data were collected from two focus groups, consisting of coaches in higher education and in the workplace.

Findings

Results show that, to create the necessary support conditions, a coach creates a safe coaching environment and supports students in setting goals, guide them in the activities they undertake to attain these goals, and asks reflective questions. Moreover, the coach stimulates students' ownership by putting the student in the centre of the decision-making process. Furthermore, the results emphasize the importance of the coach's professional attitude and knowledge about the transition process and the labour market.

Practical implications

The article concludes with practical implications for novice transition coaches and teachers in higher education.

Originality/value

The present study adds to the agenda of graduate work readiness by proposing a coaching practice aimed at preparing students for their transition to the labour market.

Details

Education + Training, vol. 64 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 21 August 2017

Miriam Barnat, Elke Bosse and Caroline Trautwein

The methodological discourse of mixed-methods research offers general procedures to combine quantitative and qualitative methods for investigating complex fields of research such…

Abstract

The methodological discourse of mixed-methods research offers general procedures to combine quantitative and qualitative methods for investigating complex fields of research such as higher education. However, integrating different methods still poses considerable challenges. To move beyond general recommendations for mixed-methods research, this chapter proposes to discuss methodological issues with respect to a particular research domain. Taking current studies on the transition to higher education as an example, the authors first provide an overview of the potentials and limitations of quantitative and qualitative methods in the research domain. Second, they show the need for a conceptual framework grounded in the theory of the research object to guide the integration of different methods and findings. Finally, an example study that investigates transition with regard to the interplay of the individual student and the institutional context serves to illustrate the guiding role of theory. The framework integrates different theoretical perspectives on transition, informs the selection of the research methods, and defines the nexus of the two strands that constitute the mixed-methods design. As the interplay of individual and context is of concern for teaching and learning in general, the example presented may be fruitful for the wider field of higher education research.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78743-222-2

Keywords

Article
Publication date: 9 May 2016

M. Beth Page

With increased globalization, technology advancements, and interconnectedness, greater alignment on values and leadership is needed. The purpose of this paper is to explore the…

Abstract

Purpose

With increased globalization, technology advancements, and interconnectedness, greater alignment on values and leadership is needed. The purpose of this paper is to explore the role that personal values play in sustaining leadership during challenging times. The importance of values as a guidepost in an environment in constant change offers leaders a foundation for decision making.

Design/methodology/approach

Narrative inquiry and narrative interviews were used so leaders could share their stories of navigating challenging situations. One group interview was scheduled to share preliminary research findings with the research participants and receive their input. Both narrative analysis and thematic analysis were used.

Findings

Sustainable leadership included the ongoing pursuit of personal mastery, a values-based personal and professional support network, and expertise in leading self and other through the inevitable transitions that occur during change and challenge.

Research limitations/implications

The above recommendations allow for leaders to sustain themselves and others while working in service of the common good.

Practical implications

This research offers practical guidance to public sector leaders who wish to sustain themselves amidst the inevitable challenges that they experience as part of their public sector leadership.

Social implications

Leaders who adopt the above recommendations will be well positioned to support their leadership and to use values as guiding principles to release the hero in everyone around them.

Originality/value

This narrative study harvested the wisdom of the lived experience of leaders working in the public, health, and education sectors who have navigated challenges in their leadership. The findings offer valuable guidance to public sector leaders.

Details

International Journal of Public Leadership, vol. 12 no. 2
Type: Research Article
ISSN: 2056-4929

Keywords

Article
Publication date: 30 November 2010

Sally J. Power

The purpose of this paper is to identify the major variables that should be studied when exploring the relationship of innovations in career management tactics and successful or…

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Abstract

Purpose

The purpose of this paper is to identify the major variables that should be studied when exploring the relationship of innovations in career management tactics and successful or unsuccessful interorganizational transitions.

Design/methodology/approach

This study takes a conceptual stance, using the careers and diffusion of innovation literature to identify the major variables.

Findings

Two innovations and two major refinements in career management tactics suggested by contemporary career concepts are identified, personal criteria for transition success are described, and likely barriers to accepting these tactical innovations are hypothesized. Other factors likely to affect transition success are also revealed by analyzing a conceptual model of interorganizational transition success.

Originality/value

The paper introduces the idea that the use of new career management tactics might be related to interorganizational transition success or the lack of it. It proposes one method of developing quantitative data about how personal career management may be changing, as well as providing normative data about perceptions of successful and unsuccessful interorganizational transitions. In addition, a survey based on these concepts would uncover the primary perceptual barriers to the adoption of the new career tactics by employees.

Details

Career Development International, vol. 15 no. 7
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 12 February 2024

Yuanlu Niu

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching…

Abstract

Purpose

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.

Design/methodology/approach

In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.

Findings

This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.

Originality/value

The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

Details

Journal of Workplace Learning, vol. 36 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

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