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In this chapter, we discuss menopause transition in the workplace and its implications for workplace well-being. This is an important work-life interface topic, given the increasing number of women who will work during transition. It is also a topic that we currently know relatively little about, particularly in relation to well-being. We present findings that demonstrate both that many women experience symptoms that are bothersome at work and that these frequently have negative effects for two elements of workplace well-being, job satisfaction and health well-being. We evidence that individual/job characteristics and workplace context can either improve or worsen experiences of transition symptoms and make recommendations on how organization and HR practice can be designed to support women in menopause transition. We argue that working with line managers to create a more supportive context is one of the most important strategies to implement. Our research is situated in the UK police service and has wider relevance across the Global North, where similar demographic patterns are experienced, and in other male-dominated organizations and sectors.

The purpose of this paper is to examine the effectiveness of participation in workplace learning among senior secondary students in Australia. Work placements are deemed to be effective if they meet policy objectives of improving student transitions by (a) enhancing Year 12 completion rates and (b) increasing the engagement of participants in post‐school work or study. Engagement is defined as full‐time study, full‐time work, some full‐time/part‐time combination, or two simultaneous part‐time engagements (e.g. part‐time work and part‐time study).

Propensity score matching is used to address selection bias into work placements. After controlling for numerous student background characteristics and creating equivalent comparison groups, we estimate the influence of participation in work placements on Year 12 completion and post‐school engagement.

It is found that participation in work placements during Year 11 is associated with a 5.2 percent increase in Year 12 completion and a 3.8 percent increase in full‐time engagement one year after the modal Year 12 completion age.

The study is somewhat limited by its moderate sample size (n=880; 440 workplace learning participants matched with 440 comparable non‐participants). Moreover, it seems likely that considerable variation exists in the quality of workplace learning programmes. It would be useful to examine what specific qualitative aspects of work placements produce positive transition outcomes.

The findings suggest potential benefits from increasing participation in work placements during Year 11 for students who undertake vocational education and training in schools (VETiS) and those who are lower‐achieving.

Previous research has questioned the value of VETiS for Year 12 completion, and the overall benefit of Year 12 completion to lower‐achieving students. This paper expands on the extant literature by suggesting that participation in workplace learning may contribute to more successful transition outcomes for lower‐achieving students and those taking VET courses.

The purpose of this paper is to focus on transition of engineering graduates to work. It asks: “What approaches and enabling activities can organisational induction programs use to support successful transition to practice for new-career engineers?”

The paper is grounded in literature review; it discusses central themes in the literature relating to transition to the workplace for Science Technology Engineering Mathematics (STEM) graduates. These include: skills required for the workplace; challenging factors in the transition to workplace; and, disciplinary socialisation.

There is a lack of literature that explores the design of workplace induction programs to assist novice engineers transition to professional work. An emerging topic in the literature is educational institution and employing organisation co-production of induction and transition to work programs.

Much of the literature relating to transition to work programs is from higher education rather than from the viewpoint of the workplace. This review contributes to knowledge of transition to work for early-career engineers from the perspective of workplace development programs.

The transition from military service to civilian employment is one of the most important factors related to post-service well-being and success. It is also one of the biggest challenges. The majority of veterans describe finding a job as the greatest challenge in transitioning to civilian life. While research has demonstrated a number of contributory factors related to difficulty in finding employment, a conceptual framework for understanding such challenges has yet to be proposed. Military transition theory describes the progression through which service members’ transition out of the military and illustrates how certain factors may create susceptibility to negative transition outcomes. The purpose of this chapter is to utilize the military transition theory to provide a foundation for understanding the factors related to successful transition to the civilian workplace after military separation.

Higher education is seeking ways to close the perceived gap between employer's expectations of graduates and the current preparation these graduates receive. Experiential learning programs offer students one such opportunity to develop professionally and acquire generic workplace skills. This transition however, from the classroom to the workplace, can be a challenging process for students, and is the focus of this paper.

The paper discusses the importance of programs and their supervisors integrating “caring” into work placements. Several stages of the transition process are discussed before seven principles of a successful student transition are outlined.

This paper demonstrates how a beyond duty of care approach can be adopted in experiential learning programs through seven key principles.

It is anticipated that prioritizing a transition that enlarges the notion of student “care” and adoption of the seven key principles will narrow the perceived gap between employers and higher education's expectations of graduates.

While experiential learning programs involve three stakeholders, the literature has not yet recognised the importance of each of these roles in the students' progressional development in the workplace. This paper outlines these roles and identifies seven ways the approach can be incorportaed into the pratices of an expereintial learning program.

Military officials who become accustomed to the distinct culture of the military face a variety of challenges when attempting to transition into the civilian workforce as veterans. These hardships even pertain to short- and mid-term veterans (SMVs) who leave the military at early career stages to pursue alternative career options. In this study, the authors explored the career construction decisions made by South Korean SMVs who left their military careers and successfully transitioned into the civilian workforce.

The authors used a phenomenology approach and conducted a semi-structured interview with 19 SMVs to unpack their career transition experiences.

The authors identified the motivational factors that encourage SMVs to develop their four career adaptabilities and illustrated the necessity for such qualities pre- and post-transition. Furthermore, the authors characterized each individual experience by the theoretical constructs of career adaptability and highlighted the contextual characteristics that prompted the emergence of career adaptability.

This study contributes to the understanding of career mobility at early career stages and how career adaptability is developed and manifested in the context of transitioning from the military to civilian society.

The purpose of this paper is to argue that it is important to focus on the apprentices' collaborative learning processes when addressing issues of learning transfer.

The claims about the importance of addressing processes of collaborative activities and learning in relation to learning transfer are based on the study following the completion of questionnaires by 243 apprentices and interviews in which 19 baker apprentices participated.

The research results prove that it is important to pay attention to collaborative activities among learners in order to ensure learning transfer.

One limitation of the study is that it does not elaborate on reasons that some apprentices are motivated to integrate what they were taught at vocational college in a workplace setting while others are not motivated to do so.

Educators will become more aware of individual and collective initiatives to cross the boundaries between vocational school and workplace practice.

The study adds to the discussion of learning transfer through an investigation of learning transfer from a collaborative perspective. Most transfer studies have focused on the nature of knowledge or the structural barriers between college and workplace practice, while this study emphasizes the collaborative nature of learning transfer.

Vocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”.

The collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback.

Evidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace.

Limitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design.

The positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes.

This pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace.

Neurodiverse conditions, or developmental disorders, are neither well-known nor understood by the general population in Trinidad and Tobago. Awareness of, or sensitivity toward, children with autism spectrum disorder (ASD), in particular, is lacking in Trinidad and Tobago. Generation A is those persons who will reach adulthood in the next decade or so and be seeking employment opportunities. Given the current challenges faced by persons with ASD in securing and maintaining employment and the fact that this is a generally underexplored area of research, focusing on Generation A provides an opportunity to explore what provisions are in place for individuals with ASD to assist with future transitions into the workplace in Trinidad and Tobago. This chapter focuses on the existing policy, legal, and institutional framework in Trinidad and Tobago for ASD in the workplace, with particular reference to Generation A, to determine how it is currently addressed and what accommodations are being made to facilitate this demographic. A review of ASD-related data and select, relevant policy, law and institutions in Trinidad and Tobago has revealed that very few preparations, if any, are being made to facilitate Generation A individuals' entry into the workplace. The most relevant sector for addressing ASD needs falls to the NGO movement, but these organizations do not focus on employment preparation. Several recommendations for the key stakeholders in this process have been made that can assist in this regard.

This research moves beyond a focus on employability skills and explores student perceptions of preparedness for graduate life in a more holistic manner.

Final-year business students were asked to outline their concerns regarding graduate life and the personal and professional challenges anticipated in their careers. The results are presented in the context of graduate capitals, which is a broader view than the more traditional skills-based approach.

The results indicate students do not feel underprepared for the workplace in terms of human capital, social capital, cultural capital and identity capital. However, many students feel inadequately prepared in terms of psychological capital and their ability to deal with the expected challenges of the workplace such as stress, long hours and the demands of a professional environment.

This study extends our knowledge of student preparation for the workplace and suggests research opportunities to better understand psychological capital development in graduates.

Greater confidence and a perception of preparedness may be increased for graduates if opportunities for psychological capital development and increased promotion of its importance are enhanced.

The results encourage a more holistic approach to employability in graduates and have relevance for all stakeholders concerned with graduate outcomes and workplace transition.

The paper presents work-readiness in the context of graduate capitals, which is broader than the traditional skills-based approach. It also focuses on student perceptions of their level of preparation for the workplace. This has enabled results which highlight psychological capital development as a key area in which students feel underprepared.