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This volume explores the implications of student mobility on higher education across the Asia Pacific Region. Student mobility has become a major feature of higher education throughout the world, and most particularly over the past two decades within the Asia Pacific Region. This system of mobility is entering a period of profound predicted change, created by the social and economic transformations being occasioned by the rapid increased uses of artificial intelligence (AI), a process that is being increasingly framed as the "Fourth Industrial Revolution" or Work 4.0, a process that is widely predicted to evoke fundamental changes in the ways that work is performed and who does it. This volume explores various dimensions of this process, examining various aspects of the process as they are affecting national and regional economies even as the phenomenon produces a wide variety of engagements with the global economy as a whole.

"Research messages 2011" is a collection of summaries of research projects published by National Centre for Vocational Education Research (NCVER) in 2011. The publication also has an overview essay that captures the themes and highlights from the research for the year, including: (1) the initial education and training of young people and their pathways to employment; (2) apprenticeships and traineeships, with a particular focus on completions; (3) the ongoing education and training of the learner groups--namely older workers, people with a disability, low paid workers and the unemployed; (4) trends in the labour market, including labour mobility, skills mismatch and skills shortages; (5) the role of vocational education and training (VET) in innovation and workforce development; and (6) methodological and measurement issues. This paper presents the following summaries: (1) Highlights for 2011 (Georgina Atkinson); (2) As clear as mud: defining vocational education and training (Tom Karmel); (3) The attitudes of people with a disability to undertaking VET training (Lisa Nechvoglod and Tabatha Griffin); (4) Attrition in the trades (Tom Karmel, Patrick Lim and Josie Misko); (5) Building innovation capacity: the role of human capital formation in enterprises--a review of the literature (Andrew Smith, Jerry Courvisanos, Jacqueline Tuck and Steven McEachern); (6) Building the foundations: outcomes from the adult language, literacy and numeracy search conference (National Centre for Vocational Education Research); (7) The challenge of measurement: statistics for planning human resource development (Tom Karmel); (8) Differing skill requirements across countries and over time (Chris Ryan and Mathias Sinning); (9) Does changing your job leave you better off? A study of labour mobility in Australia, 2002 to 2008 (Ian Watson); (10) Does combining school and work affect school and post-school outcomes? (Alison Anlezark and Patrick Lim); (11) Education and training and the avoidance of financial disadvantage (Gary N. Marks); (12) Effect of the downturn on apprentices and trainees (Tom Karmel and Damian Oliver); (13) The effect of VET completion on the wages of young people (Nicolas Herault, Rezida Zakirova and Hielke Buddelmeyer); (14) Embedding learning from formal training into sustained behavioural change in the workplace (Cheryle Barker); (15) Enabling the effective take-up of e-learning by custodial officers (Malcolm Reason); (16) E-waste management in the VET environment (Virginia Waite); (17) Fostering enterprise: the innovation and skills nexus--research readings (Penelope Curtin, John Stanwick and Francesca Beddie); (18) From education to employment: how long does it take? (Darcy Fitzpatrick, Laurence Lester, Kostas Mavromaras, Sue Richardson and Yan Sun); (19) Getting tough on missing data: a boot camp for social science researchers (Sinan Gemici, Alice Bednarz and Patrick Lim); (20) How VET responds: a historical policy perspective (Robin Ryan); (21) The impact of wages and the likelihood of employment on the probability of completing an apprenticeship or traineeship (Tom Karmel and Peter Mlotkowski); (22) Individual-based completion rates for apprentices (Tom Karmel); (23) Initial training for VET teachers: a portrait within a larger canvas (Hugh Guthrie, Alicen McNaughton and Tracy Gamlin); (24) Juggling work, home and learning in low-paid occupations: a qualitative study (Barbara Pocock, Jude Elton, Deborah Green, Catherine McMahon and Suzanne Pritchard); (25) Lost talent? The occupational ambitions and attainments of young Australians (Joanna Sikora and Lawrence J. Saha); (26) Mapping adult literacy performance (Michelle Circelli, David D. Curtis and Kate Perkins); (27) The master artisan: a framework for master tradespeople in Australia (Karen O'Reilly-Briggs); (28) Measuring the quality of VET using the Student Outcomes Survey (Wang-Sheng Lee and Cain Polidano); (29) Measuring the socioeconomic status of Australian youth (Patrick Lim and Sinan Gemici); (30) The mobile worker: concepts, issues, implications (Richard Sweet); (31) Moving the fence posts: learning preferences of part-time agriculture students (Alan Woods); (32) Musing budding musos: the role of peer mentoring in learning to be a contemporary musician (Ross Stagg); (33) Older workers: research readings (Tabatha Griffin and Francesca Beddie); (34) Outcomes from combining work and tertiary study (Cain Polidano and Rezida Zakirova); (35) Outcomes of stakeholder consultations to identify the LSAY analytical program for 2011-13 (National Centre for Vocational Education Research); (36) Over-skilling and job satisfaction in the Australian labour force (Kostas Mavromaras, Seamus McGuinness, Sue Richardson, Peter Sloane and Zhang Wei); (37) Pathways: developing the skills of the Australian workforce (Hugh Guthrie, John Stanwick and Tom Karmel); (38) Plumbing, sustainability and training (Sian Halliday-Wynes and John Stanwick); (39) Pre-apprenticeship training activity (Paul Foley and Davinia Blomberg); (40) Pre-apprenticeships and their impact on apprenticeship completion and satisfaction (Tom Karmel and Damian Oliver); (41) Pre-vocational programs and their impact on traineeship completion and satisfaction (Damian Oliver and Tom Karmel); (42) Review of the Survey of Employer Use and Views of the VET System: outcomes from the discussion paper (National Centre for Vocational Education Research); (43) The role of VET in workforce development: a story of conflicting expectations (Tanya Bretherton); (44) The shifting demographics and lifelong learning (Tom Karmel); (45) Skill (mis-)matches and over-education of younger workers (Chris Ryan and Mathias Sinning); (46) Skill shortages in the trades during economic downturns (Damian Oliver); (47) Social capital and young people: do young people's networks improve their participation in education and training? (Ronnie Semo and Tom Karmel); (48) To gain, retain and retrain: the role of post-school education for people with a disability (Cain Polidano and Ha Vu); (49) Understanding and improving labour mobility: a scoping paper (John Buchanan, Susanna Baldwin and Sally Wright); (50) Understanding the psychological contract in apprenticeships and traineeships to improve retention (Erica Smith, Arlene Walker and Ros Brennan Kemmis); (51) Understanding the undertow: innovative responses to labour market disadvantage and VET (Tanya Bretherton); (52) VET and the diffusion and implementation of innovation in the mining, solar energy and computer games sectors (Robert Dalitz, Phillip Toner and Tim Turpin); (53) The vocational equivalent to Year 12 (Patrick Lim and Tom Karmel); (54) Vocational qualifications, employment status and income: 2006 census analysis (Anne Daly); (55) Weighting the LSAY Programme of International Student Assessment cohorts (Patrick Lim); (56) What is a practical, effective and sustainable approach to leadership development at the Canberra Institute of Technology? (Coralie Daniels); (57) Which paths work for which young people? (Tom Karmel and Shu-Hui Liu); (58) Work, life and VET participation amongst lower-paid workers (Barbara Pocock, Natalie Skinner, Catherine McMahon and Suzanne Pritchard); and (59) Year 12 completion and youth transitions (Chris Ryan). [For the previous edition, "Research Messages 2010," see ED517177.]

This symposium on career development issues consists of three presentations. "Career Development: What Is Its Role in Human Resource Development (HRD)?" (Mary Allyn Boudreaux) explores the role of career development theory and research in the field of HRD. Definitions of HRD are provided, and the status of career theory and research and its application to HRD are examined. "Free Agent Learners: The New Career Model and Its Impact on HRD" (Darren Short, Rose Opengart) reports these findings of qualitative research aimed at exploring the free agent concept and these implications for HRD: free agents operating outside of knowledge industries, the importance of learning to free agents, career support for employees, and HRD shifting its focus from training towards learning. "Career Development Through Informal Learning: A Review of the Literature" (Toni Powell, Betty Hubschman, Madeleine Doran) presents a review of recent studies pointing to the disappearance of career development in contemporary organizations. Other studies included in this review suggest that the need for the career development function still exists. It presents a model that links the HRD practitioner to a re-formed career development function through informal learning and concludes with several suggestions for future research. All three papers include substantial bibliographies. (YLB)

This document contains two papers that examine mobility and migration of labor in the European Union and discuss specific implications for young people. The "Foreword" (Jordi Planas) examines the practical and symbolic role that establishment of the right to freedom of movement for European citizens plays in the process of construction of the European Union. "Mobility and Migration of Labour in the European Union" (Alexandro Tassinopoulos, Heinz Werner) summarizes available literature on labor mobility and migration in Europe, provides a historical review of statistics on migration in Europe, and examines the implications of mobility and migration for education and training. The paper contains 127 references and 29 tables/charts. Appended are a discussion of classifying migrational movements and an executive summary of a panel report on free movement of persons. In "Support for Transnational Mobility for Young People" (Soren Kristensen), the following topics are examined: potential forms of transnational mobility among young people within vocational education and training; legal and administrative obstacles to mobility in various fields; obstacles to mobility that stem from the culture and attitudes of young people to transnational mobility and to their aptitude. The paper contains 17 references. (MN)

A collection of 47 articles, this monograph addresses critical needs and promising practices in career development. The articles, written both by leaders and new comers in career development, offer extensive scholarship and new perspectives. The volume is divided into six sections: (1) Foundations Revisited; (2) Turbulence in Career Development: What Changes are Occurring in Career Development and Why?; (3) How Career Development is Responding to Different Client Populations; (4) Innovative Tools and Techniques That Maximize the Effectiveness of Career Development Interventions; (5) A Look to the Future of Career Development Programs and Practices; and (6) A Summing Up and a Leap to the Future. The span and depth of the essays portray the wide range of career transitions and the growing impermanence of careers themselves. Such transitions are viewed as a natural evolution and numerous strategies for changing jobs and for career development are provided here. Such disparate topics as transcultural career counseling, education reform, career needs of individuals with disabilities, personality disorders, global relocation, career development groups, ethics in career counseling, and a look to the future are covered. Each article furnishes a short bibliography while an appendix offers special resources available related to career development. (RJM)

The proportion of women gaining qualifications within the educational systems of many countries has been increasing but the disciplines within which these qualifications are obtained, and ultimately of the career tracks to which such qualifications extend, continue to be sex-biased. This volume provides a start in the identification of biasing trends, tendencies, and routines that are unnecessarily replicated as well as those corrective procedures and practices that appear to be unknowingly contradicted, thereby drawing attention to the complexity of the issues pertinent to providing equal opportunities in mathematics education. Part 1, Gender and Classroom Practice, reflects the considerable amount of work that has been done or is currently in progress on the setting within which mathematics education is encountered and its effects on those who are attempting to learn the discipline. Part 2, Gender and the Curriculum, confronts the issue of the nature of the curriculum that is comprised not only of the content of mathematics, or the syllabus, but also the interpretation of that syllabus through the materials and resources used as well as the pedagogical style invoked to define the learning experiences. Part 3, Gender and Achievement, offers an overview of sex differences relative to aspects of mathematics achievement of students in the final year of secondary school in 15 countries with data derived from the Second International Mathematics Study. Part 4, Women's Presence, gathers together and examines differing approaches concerning the presence, the encouragement, the interest, and the retention of women within the mathematical and scientific disciplines. (JJK)

The nature of the higher education faculty workforce is radically and fundamentally changing from primarily full-time tenured faculty to non-tenure track faculty. This new faculty majority faces common challenges, including short-term contracts, limited support on campus, and lack of a professional career track. "Embracing Non-Tenure Track Faculty" documents real changes occurring on campuses to support this faculty group, unveiling the challenges and opportunities that occur when implementing new policies and practices. Non-tenure faculty contributors across a diverse range of universities and colleges explore the change process on their campuses to improve the work environment and increase the quality of learning. Kezar supplements these case studies by distilling trends and patterns from a national study of campuses that have successfully implemented policies to improve conditions for non-tenure track faculty. This invaluable research-based resource illustrates that there are multiple pathways to successfully implementing policy for non-tenure track faculty. "Embracing Non-Tenure Track Faculty" provides the tools to create a lasting culture change that will shape the work lives of all faculty and ultimately improve student learning. Outlining detailed strategies and approaches for providing equitable policies and practices for non-tenure track faculty on college campuses, this book is essential reading for both contingent faculty and higher education administrators. This book begins with a preface by Adrianna Kezar and is divided into three parts. Part I, Setting the Stage: Background and Context, contains the following: (1) Needed Policies, Practices, and Values: Creating a Culture to Support and Professionalize Non-Tenure Track Faculty (Adrianna Kezar); and (2) Strategies for Implementing and Institutionalizing New Policies and Practices: Understanding Change Process (Adrianna Kezar and Cecile Sam). Part II, Case Studies, contains the following: (3) An Instructive Model of How More Equity and Equality is Possible: The Vancouver Community College Model (Frank Cosco and Jack Longmate); (4) Taking a Multifaceted Approach to Change: Madison Area Technical College (Nancy McMahon); (5) Institutionalization of a Positive Work Environment at a Community College (Cecile Sam); (6) Instructor Career Ladder and Addressing the Needs of Research Faculty Evolving Policies at Virginia Tech (Patricia Hyer); (7) "Lecturers Anonymous:" Moving Contingent Faculty to Visibility at a Masters Institution (Paivi Hoikkala); (8) Lessons from Long-term Activism: The San Francisco State University Experience (Shawn Whalen); (9) Creating Changes for Non-tenure Track Faculty within a Decentralized University Environment (Ginger Clark and Jerry Swerling); and (10) Building a Multi-prong, Context-based Strategy for Change at a Private Catholic College (Adrianna Kezar). Part III, Synthesis of Lessons Learned, contains the following: (11) Taking Heart, Taking Part: New Faculty Majority and the Praxis of Contingent Faculty Activism (Maria Maisto); and (12) We Know the Changes Needed and the Way To Do It, Now We Need the Motivation and Commitment (Adrianna Kezar). Appendices are included.

The advancement industry has experienced tremendous growth in breadth and depth over the last few decades. Driving this growth is the chief advancement officer; however, as a relatively new position on most college and university campuses, little is formally known about the role and the people who fill it. In "Making the Case for Leadership", Jon Derek Croteau and Zachary A. Smith provide insightful and intimate details of ten of the most high performing and successful CAOs in the industry: their career paths, leadership philosophies, and other important leadership variables. Additionally, the book presents the authors' Advancement Leadership Competency Model, based on the results of the interviews and rigorous data analysis. Croteau and Smith delve further into the advancement office and its history, impact, and potential than any book--or research--ever has. They conclude this momentous undertaking with the lessons learned and implications for the future related to the next generation of advancement leaders and future leadership development and training programs. [Foreword by Peter A. Hayashida.]

"Adult Language Learners: Context and Innovation" presents instructional practices that are particularly successful with adults. Adult language learners are goal oriented and direct their learning to fulfill particular needs or demands: to advance their studies, to progress up the career ladder, to follow business opportunities, to pass a driving test, to assist their children with homework, or simply to be successful users of the language. They usually require immediate value and relevance from their studies, and they often learn best when they are engaged in developing their own learning objectives. The volume examines learning environments as varied as Brazil, China, Iran, Japan, Thailand, the United Kingdom, the United States, and Vietnam, always with an emphasis on classroom practice rather than theory. The book is divided into three main areas of education: language teachers as adult learners themselves developing their teaching practice; different means of expanding learner autonomy, an important trait of the adult language learner; and innovative classroom practices. By reading these chapters you will gain an overview of recent developments in adult language learning and of ideas and techniques that can be easily adapted to your own teaching context. This book contains 18 chapters. Chapters include: (1) Adult Language Learners: An Overview (Ann F. V. Smith and Gregory Strong); (2) Thinking Locally, Training Globally: Language Teacher Certification Reappraised (Caroline Brandt); (3) Mind the Gap: Second Language Acquisition Theory Into Practice (Bede McCormack); (4) Podcasting and Online Journals as ESOL Resources (Deoksoon Kim); (5) E-portfolios for Lifelong Teacher Development (Geoff Baker, Emma Crawford, and Martha Jones); (6) Teacher Enthusiasm in Action (Peng Ding); (7) Memorization in Language Teaching: Vietnam and the United States (Duong Thi Hoang Oanh); (8) A Self-Directed Learning Course (Garold Murray); (9) Stepping Into a Participatory Adult ESL Curriculum (Sally Lamping); (10) Learning Teams in Edinburgh (Olwyn Alexander); (11) An Interactive Approach to Book Reports (Melvin R. Andrade); (12) A Web of Controversy: Critical Thinking Online (Joseph V. Dias); (13) Researching Pains: Iranian Students Exploring Medical English (Sue-san Ghahremani-Ghajar, Seyyed-Abdolhamid Mirhosseini, and Hossein Fattahi); (14) Field Trips With Japanese Student Ethnographers (Gregory Strong); (15) Role-Playing With Fire: Hot Topics and Heated Discussions (Christopher Stillwell); (16) Case for Discussion (Ann F. V. Smith); (17) Motivating Thai University Students With Radio Drama (Magdalena Kubanyiova); (18) Ongoing Needs Analysis: English for Aviation in Brazil (Eliane H. Augusto-Navarro, Denise M. de Abreu-e-Lima, and Luciana C. de Oliveira).

The leadership turnover in America's largest school districts has increased so rapidly that the average urban superintendent tenure is only about two years. In fact, many urban superintendents are hired knowing that they will either be terminated or forced to resign in a short period of time. This cycle has created a class of superintendents who leap around the country from job to job, with no real ties to the communities that they serve. So why are big-city superintendents seemingly always on the hot seat? Urban superintendents regularly face vast academic, funding, and socio-economic challenges and school boards find it much easier to change the coach than to change the players. This book examines various reasons for this turnover as well and its ramifications. This book contains the following 15 chapters: (1) Welcome to Miami; (2) Have Briefcase, Will Travel; (3) Urban Challenges; (4) Dealing with the Boss; (5) Playing Politics; (6) At the Bargaining Table; (7) Community Relations (8) The Unblinking Eye; (9) Picking Up the Pieces; (10) Left Behind; (11) The Superhero Superintendent; (12) Soaring Salaries; (13) Finding the Right Fit; (14) Burnout; and (15)Miami: Year 1.

The Center for Creative Leadership (CCL) is the world's largest institution devoted exclusively to leadership research and education. For more than three decades, CCL has studied and trained hundreds of thousands of executives and worked with them to create practical models, tools, and publications for the development of effective leaders and leadership. This second edition of "The Center for Creative Leadership Handbook of Leadership Development" brings together the wealth of practical knowledge that CCL has gained from this experience. It explores the essence of leadership development, reveals how individuals can effectively enhance their leadership skills, and demonstrates what organizations can do to help build leaders and leadership capacity. The book also includes a companion CD-ROM that contains a library of classic CCL Press publications. Opening the book is an introduction titled "Our View of Leadership Development." The book then divides into three parts and fifteen chapters. Part One, Individual Leader Development, presents: (1) Feedback-Intensive Programs; (2) 360-Degree Feedback; (3) Developmental Relationships; (4) Formal Coaching; (5) Job Assignments; (6) Hardships; (7) The Leader Development Process; and (8) Evaluating the Impact of Leader Development. Part Two, Leader Development in Context, continues with: (9) Leader Development Across Gender; (10) Leader Development Across Race; (11) Cross-Cultural Issues in the Development of Leaders; (12) Developing Leaders for Global Roles; and (13) A Lifelong Developmental Perspective on Leader Development. Part Three, Leadership Development, concludes the book with: (14) Organizational Capacity for Leadership; and (15) Exploration for Development. The book also contains: a foreword; preface; afterword; references; name index; and subject index. [This book was published by Jossey-Bass Publishers. For the first edition of "The Center for Creative Leadership Handbook of Leadership Development" (1998), see ED460421.]

FYI For Your Improvement (4th Edition) provides step-by-step guidance for anyone who wants to develop new competencies or for anyone working with another person on their development. This edition contains: Introduction; Strategies for Improvement; General Development Plan; Organization for "FYI For Your Improvement"; Competencies; Performance Dimensions; Career Stallers and Stoppers; Special International Focus Areas; and Appendix A.

This bound report describes a study of school administrators and their careers. The study examined the characteristics of school administrators; movement into, out of, and within the school administrative field; and incentives for movement into, out of, and between administrative positions. The study was not intended to be a complete analysis of the potential shortage of capable school administrators; it focused solely on supply. A related report (Roza et al., 2002) links supply and demand in an analysis of principal shortages. This report discusses previous research done on the subject and the study's analysis of data. The study found the following. The number of administrators is stable, though the group is aging. There is little evidence that school administrators are being lured into other career fields. Principals are not fleeing schools serving disadvantaged students. Overall, individuals appear to have incentives to move into and through the administrative career path. The study also identified three key policy implications: Public school systems should look for ways to respond to aging trends in the principalship; local-level data and analyses of the careers of administrators are needed; and policymakers should further examine the forms of entry into the school administration field. Appended are: (1) General Analysis of Schools and Staffing Survey; (2) Analyses of Schools and Staffing Survey Data on Principals' Earnings and Experience; (3) Analysis of Principals' Reports of School Problems; and (4) Using Current Population Survey Data to Examine School Administrators' Careers. (Contains 112 references, 35 tables, and 30 figures.) (WFA)

This volume explores the unexplored consequences of globalization on the lives of women worldwide, as each year millions leave their third world countries to work in the homes, nurseries, and brothels of first world countries. This mass migration results in a transfer of labor associated with women's traditional roles that creates a "care deficit" in poor countries that is often detrimental to the families left behind while easing labor issues in rich countries. Chapters are as follows: "Introduction" (Ehrenreich, Hochschild); "Love and Gold" (Hochschild); "The Nanny Dilemma" (Cheever); "The Care Crisis in the Philippines: Children and Transnational Families in the New Global Economy" (Parrenas); "Blowups and Other Unhappy Endings" (Hondagneu-Sotelo); "Invisible Labors: Caring for the Independent Person" (Rivas); "Maid to Order" (Ehrenreich); "Just Another Job? The Commodification of Domestic Labor" (Anderson); "Filipina Workers in Hong Kong Homes: Household Rules and Relations" (Constable); "America's Dirty Work: Migrant Maids and Modern-Day Slavery" (Zarembka); "Selling Sex for Visas: Sex Tourism as a Stepping-Stone to International Migration" (Brennan); "Among Women: Migrant Domestics and Their Taiwanese Employers Across Generations" (Lan); "Breadwinner No More" (Gamburd); "Because She Looks like a Child" (Bales); "Clashing Dreams: Highly Educated Overseas Brides and Low-Wage U.S. Husbands" (Thai); "Global Cities and Survival Circuits" (Sassen); "Migration Trends: Maps and Chart" (Espinoza). Contains an appendix listing activist organizations and a bibliography with 120 references. Chapters also include substantial references. (MO)

Filled with evidence and advice for corporate leaders in for-profit, not-for-profit, governmental, and education organizations, this book addresses how to evaluate one's organization's vulnerability and take action. An introduction is followed by a section on the new roles of the chief executive officer, chief operating officer, chief financial officer, chief human resource officer, and chief marketing officer. Part I, Problems, consists of Chapters 1-6 that cover impending crisis in the workforce; economics and demographics, influential trends, the competency deficit, employee turnover, and healthcare on the bleeding edge. Part II, Solutions, is comprised of Chapters 7-11, including the leader's imperative, changing the way one functions, human resources as a strategic investment, strategic workforce planning, and a call to action. Each chapter begins with a brief overview and concludes with closing questions and a section called "Opportunities for a Competitive Advantage." Appendixes include a list of concepts with the page numbers on which each is first addressed; information on valuing a business, including human capital; the business cost and impact of employee turnover; description of research methodology used by author Olivio's firm; a list of five principal reasons people change jobs; a 31-item bibliography; description of the authors; and an index. (YLB)

The changes in career development and upward mobility in response to recent changes in the U.S. labor market were examined in a study that included an analysis of data from the National Longitudinal Survey of Young Men and the National Longitudinal Survey of Youth. Analysis of the data, which covered the period 1966-1994, established that the transition into the labor market has changed noticeably. Young people are taking longer to complete their schooling, are significantly more likely to work while in school, and are more likely to hold service sector rather than goods-producing jobs once out of school. Wage attainment has deteriorated, and job instability has increased. Economic mobility has declined and become more unequal, and the prevalence of low-wage careers has increased from 12% in the original cohort to 28% in the recent cohort. The following policy strategies were recommended as ways of restoring the "American dream": constructing external career ladders; constructing or strengthening internal career ladders; improving low-wage jobs; and improving labor market coordination. Information about the following items is appended: variable definitions and construction; validation and attrition analysis for the job change measure; relative distribution measures; and permanent wage estimation. (Contains 78 tables and 221 references.)(MN)

The evolution of jobs and the job market in the United States was examined in a 3-year project during which a task force consisting of 25 representatives of the education, labor, business, and policy sectors organized 17 workshops and commissioned working papers from experts. The project began by examining how recent changes in the world of work have undermined the old assumptions regarding the labor market and altered the social contract that traditionally existed between employers and employees. The project resulted in a vision in which all stakeholders in the U.S. labor market assume new roles in the labor market by reasserting and recommitting to the following values and cultural traditions that have historically served as the U.S. labor market's moral grounding: work as a source of dignity; diversity and equality of opportunity; solidarity and equality of opportunity; and voice and participation. Specific roles for the following entities in addressing the issues of low-income labor markets, worker mobility, and work-family concerns were outlined: corporations; unions; new intermediaries (worker advocacy groups and organizations; immigrant groups; living-wage coalitions; advocates of work-family polices and practices; and education, training, and lifelong learning organizations); and government. (Lists of the task force members and project participants are appended, and 141 endnotes are included.) (MN)

This book draws upon and extends a number of existing debates in the area of careers and opens additional dialogues on the future of working life. The book contains 13 papers, organized in three parts and an Introduction. The Introduction contains one paper, "Topics for Conversation: Career Themes Old and New" (Maury A. Peiperl and Michael B. Arthur). Part 1, Career Theory: Where Do We Go from Here? includes the following four papers: "Career Boundaries in a 'Boundaryless' World" (Hugh Gunz, Martin Evans, and Michael Jalland); "Motivation Selection Connection: An Evolutionary Model of Career Development" (Nigel Nicholson); "Performance, Learning and Development as Modes of Growth and Adaptation Throughout Our Lives and Careers" (Richard E. Boyatzis and David A. Kolb); and"Careers, Organizing, and Community" (Polly Parker and Michael B. Arthur). Part II, Knowledge Workers: Professionals in the Post-Corporate Age," includes the following four papers: "Theories of Managerial Action and Their Impact on the Conceptualization of Executive Careers" (Jose Luis Alvarez); "Promotion Policies and Knowledge Bases in the Professional Service Firm" (Timothy Morris); "The 'Architecture' of Careers: How Career Competencies Reveal Firm Dominant Logic in Professional Services" (Candace Jones and Benyamin M. Bergmann Lichtenstein); and "Career as Life Path: Tracing Work and Life Strategies of Biotech Professionals" (Susan C. Eaton and Lotte Bailyn). The final section, Work and Non-Work: Boundaries and Cultures, also includes four papers: "Living Lives of Change: Examining Facets of Women Managers' Career Stories" (Judi Marshall); "Exploring Boundaryless Careers in the French Context" (Loic Cadin, Anne-Francoise Bailly-Bender; and Veronique de Saint-Giniez); "Career Community, and Social Architecture: An Exploration of Concepts" (Rob Goffee and Gareth Jones); and "Continuing the Conversation about Career Theory and Practice" (Michael B. Arthur and Maury A. Peiperl). The papers contain extensive references. The book is indexed by name and by subject, and contact information for the authors is included. (KC)

This document explores the sudden increase in interest in lifelong learning among policymakers in Great Britain and elsewhere; existing patterns of participation in lifelong learning; the measures being developed to promote lifelong learning; and the prospects of achieving a viable learning society. The following are among the topics discussed in the book's five chapters: (1) lifelong learning as a design for the future (global policy consensus on lifelong learning; the changing course of life and new learning challenges; education and the learning society); (2) the silent explosion in lifelong learning (the impact of a learning society; permanently learning subjects; fashion and the individual; reflexive modernization); (3) the learning economy (occupational change and the changing skills mix; the learning company; mobility, flexibility, and the learning imperative; the concept of employable workers as economic nomads; self-direction and employment; learning to work and learning from work); (4) groups that are being left behind (social exclusion and the redundancy of the poor; rising expectations; the politics of poverty and discourse of exclusion; legitimate inequalities; the "knowledge poor"; human capital and social capital); and (5) the new educational order (schooling in a learning society; widening participation; investing in social capital; pursuing the search for meaning). (Contains 343 references.) (MN)

This volume is composed of 13 comparable longitudinal studies that draw on survey data and case studies of young people in Canada, Germany, Great Britain, and the United States. "Introduction: Transitions to Employment in a Cross-National Perspective" (Walter R. Heinz) provides a context and an overview. Part I has four chapters that discuss the relationships among social origin, gender, and transition patterns in a period of shifting job opportunities: "Social and Geographical Mobility 20 Years after High School" (Paul Anisef, Anton H. Turrittin, Zeng Lin); "Diverse Directions: Young Adults' Multiple Transitions" (Victor Thiessen, E. Dianne Looker); "New Routes to Employment: Integration and Exclusion" (John Bynner); and "From Education to Employment: Occupations and Careers in the Social Transformation of East Germany" (Ansgar Weymann). Five chapters in part II focus on the extent to which work experiences, skills, and credentials build bridges between school and the labor market: "Adolescent Part-Time Work and Postsecondary Transition Pathways in the United States" (Jeylan T. Mortimer, Monica Kirkpatrick Johnson); "Multiple Life-Sphere Participation by Young Adults" (Lesley Andres); "The Subbaccalaureate Labor Market in the United States: Challenges for the School-to-Work Transition" (W. Norton Grubb); "Creating New Pathways to Adulthood by Adapting German Apprenticeship in the United States" (Stephen F. Hamilton, Mary Agnes Hamilton); and "Job-Entry Patterns in a Life-Course Perspective" (Walter R. Heinz). Part III has four chapters that concern more theoretically oriented analyses of the changes in transition organization and options in (post-)industrial service societies: "Institutional Networks and Informal Strategies for Improving Work Entry for Youths" (James E. Rosenbaum); "School-to-Work Transitions and Postmodern Values: What's Changing in Canada?" (Harvey Krahn, Graham S. Lowe); "Education and Employment in Great Britain: The Polarizing Impact of the Market" (Frank Coffield); and "From Systems to Networks: The Reconstruction of Youth Transitions in Europe" (Lynne Chisholm). The book contains 531 references and an index. (YLB)

This United States Employment Service's Occupational and Career Information Series publication on the trucking industry is designed to provide an occupationally oriented overview of the field for employment and career counselors, as well as students and other interested readers. The following information is included: a brief history of the trucking industry; descriptions of types of carriers; general discussions of educational and training requirements and career development opportunities within the trucking industry; a list of addresses of state trucking associations which are affiliated with the American Trucking Association, Inc.; a photographic tour of activities in a typical common carrier terminal; glossaries of "trucking jargon" and standard trucking terminology; and a bibliography of materials on recent employment developments and outlook for the occupations in this industry. A major portion of this document contains detailed job descriptions of eighteen different occupations within the trucking industry. Each job description includes a brief definition of the occupation; a discussion of education, training, and experience requirements; and a summary of worker traits characteristic of that occupation. (BM)

This book, which was written for students, explains the education and training needed to obtain one of the 50 most appealing and best-paying jobs today. Jobs are grouped into these categories: business services; communications; computer technology; construction; health care; manufacturing and production; mechanics, installers, and repairers; professional services; and transportation. Each job description includes information about some or all of the following: personality traits required for the job; job outlook; job duties; working conditions; requirements for obtaining a job and advancing in the occupation; average salaries for entry-level and advanced jobs; additional information sources; and interesting fact(s) about the job. The following are among the jobs profiled: manufacturer's and wholesale sales representatives, restaurant and food service managers, securities and financial services sales representatives, graphic artists, library technicians, computer and office machine repairers, computer programmers, computer scientists, drafters, construction and building inspectors, electricians, engineering technicians, plumbers and pipefitters, clinical laboratory technologists and technicians, dental hygienists, dispensing opticians, licensed practical nurses, occupational therapists, nuclear medicine technologists, electrical technicians in manufacturing, machinists and tool programmers, tool and die makers, water and wastewater treatment plant operators, mechanics, elevator installers and repairers, electronic equipment repairers, designers, paralegals, teachers, science technicians, aircraft mechanics, aircraft pilots, automotive technicians, and diesel engine technicians. Concluding the book are lists of sources of additional career information and eight vocational student organizations. (MN)

This book defines career barriers, considers how people react to them, and offers ways to overcome and prevent them. It is geared towards people experiencing career barriers; for students at the start of their careers; for seasoned employees wanting to avoid or be prepared to deal with career barriers; and for managers, human resource professionals, and researchers who want to understand how people confront career barriers. Chapter 1 describes characteristics of career barriers and types of barriers. Chapter 2 focuses on emotions and thoughts, and their relationships as they affect how people respond to negative life events. Chapter 3 describes coping strategies. Chapter 4 explains three parts to career motivation: resilience, insight, and identity. Chapter 5 looks more closely at resilience and an associated concept, hardiness. Chapter 6 outlines situational conditions that support career resilience, insight, and identity; describes factors that constitute a continuous learning culture; and considers ways to support older workers facing career decline. Chapter 7 describes programmatic interventions for organizations to help employees cope with career barriers. Chapter 8 makes recommendations to help people prevent career barriers. Appendixes include the following: additional case examples; a catalog of cases; case description and rating forms; and relationships between appraisal, coping, and career motivation. (Contains 213 references and author and subject indexes). (YLB)

This College Library Information Packet (CLIP) Note explores how faculty status affects librarians' promotion and tenure opportunities and the criteria at various institutions for defining librarians' status. In September 1995, a survey was sent to a group of 265 small and medium sized academic libraries, eliciting a response rate of 70% (n=185). The survey found that 35% of the responding institutions indicated that librarians were eligible for tenure and 61% were eligible for promotion. Librarians at public institutions were more often eligible for tenure than librarians at private institutions. In addition, the larger the institution, the more likely it is to grant tenure to librarians. Librarians with faculty status are more likely to be eligible for tenure than librarians with academic or administrative status. Eighty-nine percent of librarians with faculty status and 37% of librarians with academic status are eligible for promotion. When librarians are evaluated for tenure and promotion, campus-wide criteria are used at 74% of those institutions which grant tenure/promotion to librarians, and 41% have developed their own criteria. A comprehensive analysis of survey results is followed by examples of tenure and promotion documents submitted by public institutions, private institutions, and institutions with unions; evaluation forms; weighting of criteria; supplement to faculty handbook; and external evaluation documents. (Contains 28 references.) (SWC)

This handbook outlines the concerns and potential opportunities about which those who desire or accept a new principalship should be aware before considering such a professional move. The book identifies both potential minefields and the positive aspects of the process. Topics include: (1) obtaining maximum information before applying; (2) preparing for the interview; (3) analyzing personal strengths, needs, and leadership style; and (4) maximizing the possibilities of the first year in a new principalship. Also important are developing an understanding of the existing school culture, making change slowly, and getting to know all the players in the new environment. Principals are advised to thoroughly research the history of the school and its heroes, gather information on school and community demographics, and assess school needs before deciding on a course of action for school improvement. (LMI)

This book offers a blueprint to achieve and maintain career buoyancy in the face of downsizing, outsourcing, restructuring, and other present and future job-loss situations. The book provides advice on establishing a solid job base with a professional core career in a healthy, growing industry; making use of that care career as a foundation to build a thriving entrepreneurial career; and always keeping a dream career in sight. Part 1: "The Core Career," looks at these topics: the end of corporate loyalty; old theories about work and careers; a blueprint for success in the new world of work; why layoffs will continue and what to do about it; emerging job opportunities; successful core career behaviors; and career management techniques. Part 2: "The Dream Career," examines the relationship between buoyancy and career dreams and provides dream career blueprints. Part 3: "The Entrepreneurial Career," considers the characteristics of the new entrepreneurs and how to start a business enterprise. Part 4: "Beating the Odds," explains how to design a personal work-life buoyancy plan. Three appendixes contain information on the education options for staying abreast of change, when a layoff can pay off, and legal work-for-hire and nondisclosure agreements. Contains a list of 146 resources also available. (KC)

This book focuses on the ongoing revolution in work. Downsizing, entrepreneurship, businesses within businesses, and the quality of work life are discussed, with emphasis on how one can survive and prosper in this environment. The 17 chapters of the book are organized in five parts. In Part 1, "New Work for A New Era of Prosperity," the chapters cover two topics: (1) why more and more people are feeling job shock and the insights necessary for interpreting and capitalizing on the revolutionary forces behind a changing work place; and (2) the tools for understanding the forces driving the economy and the great work revolution ahead. The three chapters of Part 2, "The Corporation of the Future Today!," addresses these topics: what one will find in sales and the front lines of a corporation of the future; the new issues in organizing the office and back-line support functions; and how the manufacturing and production functions will align with the front-line needs. Part 3, "Four Principles Driving the Work Revolution," contains four chapters that posit these principles: maintain your strategic focus--do only what you do best; organize around your customers and your front lines; establish every individual, team, and unit as a business; and link everybody in real-time information systems. The three chapters in Part 4, "New Skills and Career Paths: How You Fit In," are as follows: the nine new skills essential to success in the new economy; career path one--becoming a "specialized generalist" or front-line information user; and career path two--becoming a"generalized specialist" or back-line information provider. The five chapters in Part 5, "Leveraging the New Entrepreneurial Climate," discuss the following: entrepreneurial lessons of the past; radical innovation; becoming an "intrapraneur"; buying a franchise or starting a "cookie-cutter" business; and turning a job into a subcontract business. An epilogue suggests ways people can design their own economic futures. (KC)

This book discusses the major challenges of and strategies for a career change. An introduction introduces 10 career changers whose real-life experiences are used throughout the book to illustrate key concepts. They show the wide range of career change situations and strategies for tackling them. Chapter 1 provides a theoretical background to self-assessment, including ways of viewing life transition. Chapter 2 discusses major possible ways of losing a job. Chapter 3 presents a method for assessing one's current level of job satisfaction to determine whether or not to change. Chapter 4 presents strategies for overcoming fear of change, failure, and success, as well as perfectionism and procrastination. Chapter 5 offers strategies for identifying career options. Chapter 6 deals with some practical challenges of career change, such as the need for education, training, or experience. Chapter 7 focuses on the challenge of finding the time and money needed for a career change. Chapter 8 discusses how trends affect the job market and suggests strategies for dealing effectively with a tight job market. Chapters 9-15 make suggestions for groups with special challenges in the workplace: women, minorities, people over 50, people with disabilities, dual-career couples and single parents, ex-military personnel, and midlevel managers. Appendixes contain 66 references, a list of 154 recommended readings, information on mental health organizations, and an index. (YLB)

This book traces the history of adult and continuing education in the United States from 1750 through 1990. The following topics are among those examined in the book's 12 chapters: literature, philosophy, and self-education in the 18th century; uses of knowledge in the antebellum period (law and learning, piety and learning, commerce and culture); strenuous learning and the diffusion of knowledge (self-, formal, and intermittent education); liberal and practical education of the industrial classes (useful arts, mechanics' institutes, land-grant colleges); the homely renaissance, 1870-1900 (critics of the public, gender and culture, women's clubs, cultural idealism); the decline of culture, 1890-1900 (university extension and the working class, libraries and the public, public libraries); shift from useful knowledge to job improvement, 1870-1930 (corporate revolution, correspondence schools); higher education and challenges of job improvement (evening law schools, emerging profession of business); education of the public, 1900-1925 (health/parent education, community development); new conceptions of liberal education and the "electric fire of thought" (humanization of knowledge, workers' education, folk schools); the art of living (leisure, adult education and the arts, vocation and avocation); and creation of a learning society (junior colleges, GI Bill, continuing education, knowledge industry, and adult education under siege). Included are 1,670 endnotes. (MN)

This book analyzes what happens to the pension benefits of workers who quit or are laid off jobs. The first chapter reviews the connection between job mobility and pension portability. Chapter 2 portrays a labor market undergoing changes that often result in reductions in retirement benefits. Chapter 3 describes job change further by examining data on workers by industry and the particular impact of mobility on women's pension benefits. Chapter 4 investigates size of consequent losses. Chapter 5 examines receipt and subsequent use of preretirement lump sum distributions. Chapter 6 discusses issues concerning the pension benefits of laid-off workers. Chapter 7 describes pension plan features that already reduce portability losses. Chapter 8 debates the pros and cons of pension portability reform in five areas: equity, tax and budget policy, regulation, economic effects, and financial responsibility. Chapter 9 describes and evaluates policy options designed to reduce portability losses. Chapter 10 examines how policies mandating portability would affect employers and workers and surveys studies relating pensions and job change. Chapter 11 examines the role of layoffs in portability losses. Chapter 12 discusses policies toward pension portability in Canada, Japan, the Netherlands, and the United Kingdom. Chapter 13 concludes the book with a selective list of policies that would reduce the pension benefit losses of job changers. (Appendixes include an index.) (Contains 164 references.) (YLB)

This book is a practical handbook of ideas and tools to set up and implement a framework of "career management." A glossary of terms is provided. Chapter 1 considers what the organization needs. Chapter 2 focuses on the importance of organizational culture in successful change. It looks at sources of influence on an organization's culture and major cultural dimensions that affect the ability to meet needs. Chapter 3 lays the foundation of career management, demonstrating how to establish a framework and a language within which a set of processes can be built. Chapter 4 focuses on how careers are structured. It suggests four main career directions and discusses changes in career direction. Chapter 5 emphasizes the importance of distinguishing potential from performance, assessment of potential and choice of career direction, career counseling, and career planning. Chapter 6 examines the management and use of data sources to meet the objectives of career management. Chapter 7 looks at how the elements of personal growth can be used within the context of an existing job. Each chapter ends with a discussion of problems of reality, indicators of success relating to issues, and action for those responsible for career management. Chapter 8 covers the following: an integrated career management framework; suggestions for measuring growth, managing success, publicity, training, and education; and difficulties that might be experienced in introducing and managing a systematic careers management framework. A subject index is appended. (YLB)

This book provides practical guidance and examples for human resource development (HRD) specialists to use in the evaluation of their current career development programs and the design of new ones. "Issues in the Management of Careers" (Jerome Adams) provides a summary of each chapter and points out specific questions the chapter can answer. "Meshing Corporate and Career Development Strategies" (Robert F. Morrison) describes how the organizational strategy and career development system strategy interact. "A Strategic Appraisal of Organizational Rewards" (David L. Ford, Jr. and Rabi S. Bhagat) addresses the problem of incentives, disincentives, and barriers to career development. "Career Patterns: Mobility, Specialization, and Related Career Issues" (H. Dudley Dewhirst) focuses first on mobility, degree of specialization/diversity, and overall career pattern that results when the two are considered over a full career and then on more specific problems organizations face in facilitating the effectiveness of individuals over the full term of a career. "Career Transitions in Changing Times" (Frank J. Minor et al.) deals with career transitions and change. "Career Decision Making" (Nancy Hicks and Manuel London) examines how one makes career decisions, factors affecting decision processes, and actions people and organizations take to help make career decisions. "Twenty Questions: Research Needed to Advance the Field of Careers" (Douglas T. Hall) raises some ideas about critical questions around which the field might advance. Author and subject indexes are appended. (YLB)