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Research Summary: Scrutiny over the quality of police work continues to increase, at the same time that a recruitment crisis may hinder policing services. Moreover, this crisis exists despite numerous work incentives for officers, which are potentially competitive salaries, early pensions, and legal protections. Using a sample of 604 undergraduate students—a natural recruiting pool for police agencies—this study explores the predictors of students' interest in a career in policing. In addition, we conducted a randomized survey experiment to identify the effect of work incentives on students' willingness to apply to be a police officer upon graduation. Specifically, we manipulated the starting salary, years of service until pension eligibility, and the protection afforded against lawsuits. Finally, we tested whether the effect of these incentives differs across the quality of applicants (i.e., grade point average [GPA], ability to pass existing application criteria, and subjective qualities that comprise honesty, teamwork, and compassion) and their preexisting interest in a career in policing. We found that students are generally uninterested in becoming police officers, particularly when their GPA is high. Though the starting salary was the most impactful of all incentives, some lawsuit protection is key for enticing the best students. In contrast, conditions for pension had only modest if any effects. Policy Implications: Recruiting is key to improving the quality of policing, particularly when many potential candidates are overlooking the career. However, research on the causes and consequences of police recruitment strategies is limited. This study implements rigorous research methods to investigate how to increase the pool of high‐quality applicants to police agencies. Findings support sensible and potentially cost‐effective policy decisions in regard to police recruiting, which should focus on increasing the starting salary, and on more effectively communicating the value of other existing benefits of the career that comprise lawsuit protection and attractive pension plans. [ABSTRACT FROM AUTHOR]

This study investigates the employment landscape and career expectations of doctoral graduates in Japan through the analysis of three national surveys conducted in 2012, 2015 and 2018. The research explores the changing factors influencing graduates' employment destinations during this period, encompassing changes by discipline and proposing strategies to address challenges faced by these graduates. Unlike previous studies, which predominantly focussed on analysing data and interviewing students, this research offers both descriptive insights and analytical perspectives on Japanese doctoral education. Key findings include an increase in doctoral graduates employed in universities and the private sector, while academia employment varies by discipline. Humanities exhibit the highest academic employment, while engineering shows diverse fluctuations. Additionally, career expectations shift, with declining interest in tenure positions and growing inclination towards non‐academic paths. The study identifies challenges stemming from shifting academic appeal, skill mismatches, sector concentration and field‐specific hurdles, providing insights into global trends while emphasizing Japan's unique complexities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

College graduates face increasing employment pressure due to the continuous expansion of colleges and universities’ enrollment scales. It highlights the shortcomings of college students’ employability, and these deficiencies can be improved and enhanced through the role of ideological and political education. Firstly, this paper summarizes the current situation of college students’ employment management at this stage and finds countermeasures to improve their employability to help them correctly understand their employment situation. Secondly, the reasons for the lack of ideological and political education in cultivating college students’ employability are emphasized to clarify the relationship between ideological and political education and college students’ employment management. Besides, specific suggestions are put forward on the issue of cultivating college students’ employability. Finally, the deep learning (DL) recommendation model is used to effectively connect the correlation between student data and enterprise information to improve the employment rate and employment satisfaction of colleges and universities, and the two are jointly trained. The experimental results show that: 1) The proposed model can mine the characteristics of students and enterprises and conduct feature interaction with a good hit rate; 2) The proposed model can interact with the two tasks and mine the relationship information to improve the performance of the recommended task. This paper aims to use DL methods to analyze and construct the portrait of college students’ employability needs and study the accurate recommendation system based on the employment matching degree of college students to improve employment management and ideological and political education methods.

In this article, we investigate the college teaching experiences of four first-generation and working-class (FGWC) sociology educators with varying social locations. We used collaborative autoethnography to compare our backgrounds and university navigational strategies employed and shared with our students and mentees. Using an intersectional lens, we find our experiences reflect both commonalities and divergences in the FGWC experience, including disclosure of our FG and/or WC origin status to students and our perceptions of how race, gender, and parental status shape our teaching of sociology across differing institutional settings. We end by using insights gleaned from comparing our experiences to provide recommendations for creating more inclusive classroom and institutional environments. [ABSTRACT FROM AUTHOR]

El Puente Research Fellowship is a transformative program that uses culturally relevant and reflective pedagogies, curriculum, and praxis for first-generation, working-class college students beyond the traditional classroom. Drawing on the Chicana/Latina feminist epistemologies of plática and convivencia, we argue that the practice of convivencia facilitates a relational and collective learning environment that allows students to learn from one another, build relationships of authentic caring, and support one another academically and holistically. Through our plática, we illuminate the ways convivencia manifests in our pedagogical and curricular approaches. As a teaching framework, the implementation of convivencia in classes, research programs, and learning environments paves the way for new forms of teaching and learning that value and center collective and cultural learning practices from the home. We conclude with practical tools, strategies, and reformulations of classroom environments that can be applied in sociology classrooms and beyond. [ABSTRACT FROM AUTHOR]

Despite having acquired an education that should prepare them for the workforce, many fresh graduates are facing difficulties in securing gainful employment in Hong Kong. Drawing on the concept of "employment precarity", this study examines the predicaments that fresh university graduates encounter in Hong Kong in relation to social identity transition and job-seeking barriers. Using Critical Discourse Analysis, the researchers adopt a qualitative methodology to examine the written reflections of eight undergraduate students at a university in Hong Kong. (1) The findings reveal that students experience frustration, anxiety and uncertainty during the transition, indicating a need for improvement in the current pedagogical policies. (2) Recommendations are offered for higher education policymakers and universities to help alleviate these hardships. New sets of pedagogical strategies are developed to mitigate graduates' exposure to employment precarity and to enhance their employability. [ABSTRACT FROM AUTHOR]

Analyzing the spatial distribution of the employment of college students and developing strategies to improve the quality of their employment are the key to helping college students get employed and retained in the region. However, there are few systematic and comprehensive research results on the employment of college students, and the existing employment quality indicator systems are not objective enough. To this end, this paper analyzes the regional spatial distribution of employment of college students and carries out extended study on employment quality evaluation. Firstly, an analysis model map of the regional spatial distribution of employment of college students was given. Based on the spatial lag model, the regional spatial distribution of employment of college students was preliminarily analyzed, with the influencing factors to the regional spatial distribution of employment of college students as the independent variables, and the regional spatial agglomeration level of employment of college students as the dependent variable. A spatial econometric model for the employment quality of college students was proposed, which introduced spatial effects, and realized the quantitative analysis on the contributions of the influencing factors to the regional spatial distribution of employment of colleges students. Finally, the analysis results were given, and the corresponding employment quality evaluation results were also provided. [ABSTRACT FROM AUTHOR]

Many college students choose or need to work, and academic libraries offer a potentially convenient on-campus location for employment. Students serving in these roles may benefit from the experience both academically and socially. By examining students' experience as workers in the library, academic libraries have the opportunity to understand the benefits that such work might provide and intentionally plan to enhance learning and demonstrate library value in a novel way. This basic qualitative study sought to explore the experiences of student assistants working in an academic library and identify the benefits and challenges they perceived as a result of enacting the role. Individual interviews were conducted with seven undergraduate student library assistants at a doctoral-granting institution to determine benefits and challenges they noted that resulted from their experiences in this student employment role, and findings reveal opportunities for academic librarians in training and supervising student employees. [ABSTRACT FROM AUTHOR]

Recently, two leading organizations on student experiences in colleges and universities (i.e., NACA and NIRSA) issued a call for increased scholarship in the area of transferable work skills (identified by NACE) in student employees within campus recreation programs. An exploratory case study was conducted to provide insight into what student employees learn and what campus recreation staff teach (in regards to these transferable skills) at a campus recreation program at a midsized regional university in the southwestern United States. Data were collected via a survey of both student employees and professional staff concerning the opportunities to learn these skills. Focus groups were also conducted. The results demonstrate that student workers learn through doing. Aquatics was one key area identified where staff clearly teach and student employees must learn transferable skills. The results suggest that student employees need to be provided with opportunities to critically reflect on skills gained. [ABSTRACT FROM AUTHOR]

This article presents the development, validation and deployment of a scale with which higher education students self-assess their perceived employability. Underpinned by social cognitive career theory and Yorke and Knight's (2007) USEM model for students' attainment of employability, a perceived employability questionnaire was developed and piloted with 1849 university students. The final questionnaire was administered with students from over 15 Australian universities, resulting in a sample of 10,193 students. The scale was validated using exploratory and confirmatory factor analyses, resulting in a 14-factor employability measure that met the acceptable validity thresholds. The multi-factor perceived employability scale validates the USEM model and has implications for theory and practice. [ABSTRACT FROM AUTHOR]

It has been noticed in the recent years that stakeholders of higher education in India seem to be unaware of job market scenario for subjects offered in the discipline of Humanities. English is one of the important languages studied under Humanities in Indian Universities. The study of English language and literature provides immense employment opportunities to the students specializing in English at the undergraduate and post graduate levels. This informative research article aims to acquaint teachers and students with career opportunities in English. It is broadly divided into three parts. The first part deals with the current scenario of Humanities education in India. The second part deals with the inevitability of English. The third part deals with some offbeat career opportunities in English. [ABSTRACT FROM AUTHOR]

This paper introduces the mobile search algorithm into the research of employment accessibility measurement. It not only proves the effectiveness of the method, but also analyzes the characteristics and formation mechanism of College Students' employment accessibility in the research case, and puts forward the corresponding control strategies. The results show that the employment accessibility of college students is not evenly distributed, but presents an obvious center periphery pattern. This paper puts forward the planning means of the accessibility of College Students' employment education resources to promote the balanced distribution of employment and population, the reform of the employment structure and the reasonable improvement of policy. [ABSTRACT FROM AUTHOR]

A review of the peer-reviewed literature relating to the education of children from armed forces families (service children) is presented. In England, service children have been identified by the Office for Students as an under-represented group in higher education. However, their educational journeys through compulsory education and towards higher education are relatively under-researched. Exploring literature from countries with similar educational, linguistic and armed forces cultures enables opportunities for researchers in the United Kingdom to be highlighted. The review identified a general lack of peer-reviewed research into educational outcomes for service children, a lack of consensus on the impact of service life on children, and a tendency to focus on the barriers and challenges arising through service life. [ABSTRACT FROM AUTHOR]

For decades, for-profit colleges throughout the United States have exploited their students through a predatory business model. In February 2022, the Education Department approved $415 million in borrower defense claims for nearly 16,000 students who attended forprofit schools finding that these schools misrepresented postgraduation employment prospects. For-profit colleges also use manipulative recruitment tactics such as targeted advertising of lowincome and minority students and providing false information to prospective students about loan repayment obligations postgraduation. Some for-profit institutions also rely on student labor in their facilities rather than hiring paid employees. This review discusses why it is imperative that courts scrutinize the tactics used by for-profit institutions when faced with a Fair Labor Standards Act claim. [ABSTRACT FROM AUTHOR]

Academic libraries are desirable work locations for undergraduate students and graduate library science interns alike. However, using undergraduate and graduate library science students only to perform task-oriented work within a traditional, hierarchical supervisory structure does not provide the maximum benefit to the student or the library, as it removes opportunities for students learning from each other. Our model proposes to create a team-based framework that engages students around a project and makes uses of myriad centers of expertise in the library. We employed this framework around the Douglass Alumnae Oral History Project, which provided opportunities for students to build their skills in digital projects, communication, teamwork, and community building. [ABSTRACT FROM PUBLISHER]

This study examined the intraindividual relationships between two stressors and three strains as well as how these relationships can depend on interindividual differences in core self‐evaluations. The hypotheses were tested with four‐wave data from a sample of 147 employed students. Results based on multilevel analysis revealed that relationships between the focal stressors and strains were significant at the within‐person level in the expected directions, except the daily hassles‐physical symptoms relationship. Also, as predicted, three core self‐evaluations were associated with lower initial burnout and physical symptoms, whereas all four core self‐evaluations were associated with higher initial psychological health. Finally, the relationship between the work‐school conflict and burnout was moderated by self‐esteem and emotional stability such that increases in work‐school conflict were more strongly associated with increases in burnout when participants had lower levels of self‐esteem and emotional stability. Limitations and implications for future research on the stressor‐to‐strain effects are discussed. [ABSTRACT FROM AUTHOR]

Purpose: The study adapted the Career Decision Making Difficulties Questionnaire for the Arab world. The purpose of the study was to test a popular but scientifically unverified belief that people who were employed could experience less CDD. Design/methodology/approach: Career Decision-Making Difficulties Questionnaire was administered to a sample of 500 university students to analyze CDD among full-time and part-time students and examine whether employment status determines to what extent they experience these difficulties. Univariate and bivariate analyses were used. Findings: Employment status had no statistically significant effect on students' perceptions of CDD; 6 demographic variables were significantly correlated with CDD (gender, age, income, university grade-point average, satisfaction with the current major and social status); and students had dysfunctional beliefs about the career decision-making process, lack self-awareness, and had inconsistent information about internal and external difficulties. Research limitations/implications: Universities should design adequate career interventions before and after graduation and employers should implement human resource policies that reduce CDD and their negative impact on the workplace. Other methods of data collection and analysis could also be useful in the future, such as interviews. While scope of the study was acceptable, comparing countries and public versus private institutions could produce valuable findings. Practical implications: The study tested and validated ACDDQ which could be used as diagnostic instrument to design career interventions and training programs. Employers need to allocate resources in the recruitment process to help potential recruits to understand the nature of work, processes, and requirements. Educators need to provide better coaching and career education for students, especially those in senior years. Social implications: Understanding career decision-making difficulties and factors that influence them will influence long-term human resource management, especially productivity, turn over and job satisfaction. Originality/value: The study examined the important issue of difficulties in making career decisions among two groups of university students. With more employees go back to college for more education, it was not clear in the literature how career decisions might differ between the two groups. The issue was under-researched, especially within Arab countries. [ABSTRACT FROM AUTHOR]

The accuracy of placement results undoubtedly affects students' subsequent learning achievements in language programs. Although there has been a growing body of studies in the field of heritage language (HL) education, research on HL placement remains scarce, and little is known about the most appropriate and effective ways to place heritage language learners (HLLs). This article synthesizes and qualitatively analyzes the types of common practices and principles that college‐level language programs in the United States have adopted to place HLLs. A total of 752 peer‐reviewed journal articles published from 2000 to 2019 were retrieved from three databases, and 16 articles were included for the final content analysis. Three recurring themes, (1) the definitions of HLLs, (2) HL placement methods focusing on biographical questionnaires and locally designed placement tests, and (3) logistics, are identified in the review. This article discusses the current knowledge in these three areas and unpacks the implications for future HL placement design and implementation. The Challenge: It is challenging to place heritage language (HL) learners in the most appropriate course for their level. However, how much do we know about how to place them? What valid items should be included in the biographical questionnaires? How should we design placement tests for them? The article provides a review of what is currently known about these aspects and unpacks implications for college‐level HL placement design. [ABSTRACT FROM AUTHOR]

The purpose of this small-scale study was to explore the aspirations of a final year cohort of students on an Education Studies degree programme at one School of Education, within a London university, with the intention of widening graduate employment opportunities. The Education Studies degree attracts candidates who are almost always aspiring for a career in the teaching profession, and in particular, the primary sector. The responses collected via a survey revealed that thirty per cent of respondents were going to take up jobs in non-graduate employment, a job that they could have secured without a degree. The School of Education, in a bid to increase graduate employment opportunities, widened the choice of career routes into teaching by providing two additional teacher training courses for the post compulsory sector. This is the first phase of the research. The following phase, planned for next year, will track the students into their teaching roles in order to evaluate the popularity and success of these graduate courses. [ABSTRACT FROM AUTHOR]

Driven by global rankings and national quality assurance (QA) initiatives, Taiwan's higher education institutions were encouraged to develop strategic plans and initiatives, in order to improve graduate student employability. The purpose of this study is to explore the polices and strategies adopted by Taiwanese higher education institutions, with a particular focus on 'employability', in terms of standards and indicators of QS ranking and Higher Education Evaluation & Accreditation Council of Taiwan (HEEACT) programme accreditation in 2017. This paper analysed strategic plans and self-assessments reports from 20 Taiwanese universities in order to determine the impact of ranking and QA on employability initiatives and associated implications for institutional policy. The study presents three major findings. First, the emergence of global ranking and national quality assurance systems pressured Taiwanese universities to situate several employability initiatives within their institutional strategic plans. Second, Taiwanese universities applied varying approaches to the integration of graduate employability into institutional policies and strategic plans, according to ranking and national accreditation standards. Third, the gap between institutional policy making and actual implementation of employability initiatives exists in the Taiwanese context. [ABSTRACT FROM AUTHOR]

As massification of higher education developed, employment challenges in changing labour markets aroused the attention of scholars globally. An interdisciplinary approach called world-system theory is applied by scholars from the social sciences, history, anthropology and cultural studies. This study applied the theory in a bibliometric analysis of graduate employment research using R and CiteSpace. It identified the main characteristics (e.g. authors and countries) of relevant research, investigated the social and economic context of certain milestone publications and visualised research hot spots. World-system theory, as a macrosociological approach to describing the world economy and social system, is innovatively applied in illustrating the findings of the current work. Results indicate that core countries not only are economically influential but also dominating the academic research. Scholars in semi-peripheral and peripheral countries are encouraged to establish transnational networks and foster academic collaborations. [ABSTRACT FROM AUTHOR]

Graduate employment and unemployment or underemployment are becoming increasingly important issues confronting not only global higher education research but also social and political debates in contemporary societies. In addition to the rapid social and economic changes resulting from the exponential technologies, the outbreak of the COVID-19pandemic has further intensified unemployment resulted from the serious global economic downturn. As the leading article for the present Special Issue examining the complex issues of graduate employment before the COVID-19 crisis,this article reviews some key issues related to youth transition from education to work, specifically addressing graduate employment issues confronting the societies in Mainland China, Taiwan, Hong Kong, and other East Asian societies. To prepare students to be adaptive to rapid social and economic changes generated from the unprecedented global COVID-19 crisis, higher education institutions must search for a more flexible approach to prepare them to manage uncertain futures. More research should be conducted to better understand not only graduate employment but also broader issues concerning university governance in the post-COVID-19 era. [ABSTRACT FROM AUTHOR]

It is recognised that engineers end up in a wide variety of engineering positions and that the importance of professional competencies might vary accordingly. However, most studies regarding professional competencies, employability or career guidance fail to address this variety in professional roles. This systematic literature review aims to identify professional roles for early career engineers and explores the defining attributes. Twenty-four publications were selected for inclusion by screening and appraising results obtained from three databases. Three frameworks that fulfilled the analysing criteria described similar roles focusing on innovation, optimisation and customisation. The majority of studies investigated professional competencies as identifying attributes, but inconsistency in and a lack of definitions hindered to determine the distinct professional competencies per role. Further research is recommended to identify role attributes and to investigate how a professional roles framework can support career development in engineering education, more particular in creating professional and self-awareness. [ABSTRACT FROM AUTHOR]

This study examined the influence of part-time employment at a campus recreational sports department on full-time college students' learning. The student employees indicated they attributed their experience working in a campus recreational sports department to their perceived gains in critical thinking, integrative learning, appreciation of diverse perspectives, collaboration skills, and communication skills. Students working at a campus recreational sports department were invited to complete an online survey, which was developed for this project. The questionnaire, containing rating scales and open-ended questions, captured the perceptions of change by the student employees regarding their learning. A concurrent triangulation mixed-method design was used to analyze the data. The quantitative data were analyzed using multiple regression for each of the learning outcomes and one-way ANOVA analyses were conducted to identify differences between the positions. The qualitative data were analyzed using open coding to identify themes. The data were triangulated with job recruitment materials. The student employees indicated they attributed their perceived gains in learning to their experience working in a campus recreational sports department. The multiple regression analysis resulted in two significant predictors, which included collaboration skills and communication skills. While the one-way ANOVA analyses was not able to be conducted between the positions held by the students, the results showed students attribute their experience working in a campus recreational sports department to their perceived learning in specific areas. These results demonstrate the need for more in-depth study of each of the learning outcomes to gain more thorough understanding of the impact of students who work in a campus recreation department. [ABSTRACT FROM AUTHOR]

The article talks about the Section 9, Paragraph 4, Clause 8 of the Income Tax Act (EStG), which reveals that the study regulations of a university stipulate that students part of the course at another (further) university (here a semester abroad) can or must complete at of the other university no further first place of employment. It mentions that students can pay for accommodation costs and additional meals.

In this study, we examine how student employment impacts higher educational trajectories in France. Focussing on undergraduates' educational outcomes, we show the consequences of different intensities and levels of recurrence of student employment on perseverance in higher education. We use data from a nationally representative four-year longitudinal survey, descriptive analysis and logistic regression are performed to control for student characteristics. Our results suggest that student employment, especially when intensive and during periods of exams, increases exam failure. When it is recurrent over time, student employment often leads to university dropout. Furthermore, even for those who do manage to reconcile work and study, it lengthens the time spent in higher education. This consequence is particularly costly in France, where success in higher education is often judged by time-to-completion, encouraging strategies that lead to finishing degree requirements as quickly as possible. This approach is difficult to follow for students who must combine work and study, leading to particularly pronounced costs. [ABSTRACT FROM AUTHOR]

In 1968, protests against the old order swept the world. From the general strike in France and the student occupations in Paris to the Tet offensive in Vietnam, and from the Black Panthers in the US to the Prague Spring, the movement was contagious. In Britain a wave of student protests and sit-ins took place, most famously at the LSE and Hornsey College of Art but also at a wide range of other campuses and colleges, including at Leeds University. On 31 May 2018, to commemorate the fiftieth anniversary of 'May 1968', a meeting jointly sponsored by the Ford Maguire Society, International Socialism and Taking Soundings was held at the Swarthmore Centre in Leeds to remember what radical politics in 1968 in the city was like. The speakers at the meeting were all activists in 1968: Mike McGrath, Sarah Perrigo, Tom Steele, Lou Lavender and Max Farrar, and the meeting was kindly chaired by Gilda Petersen. This article brings together their recollections and reflections, with a transcript of some of the debate which followed. The introduction, editorial work, transcription and additional explanatory notes are by Christian Høgsbjerg. [ABSTRACT FROM AUTHOR]

There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structured interviews. Findings from the study revealed that the participants' inability to secure financial support for their studies and the need to consolidate their jobs were the key factors influencing their decision to combine full-time study and work. Results also showed that flexitime arrangements served as the best strategy for coping with the two full-time endeavours. Additional results indicated that focusing on one role at the expense of the other and some form of subtle support from superiors were motivators for the study subjects to cope with the dual roles. Moreover, it was apparent that these full-time working-students often experience compelling challenges as a result of their engagement which are potential reasons for employment dishonesty among such employees. The findings of this study are important for consideration among higher educational institutions, employers, policymakers, graduate students, and others. [ABSTRACT FROM AUTHOR]

Graduate employment rates and self‐reported employability are increasingly a feature of higher education funding measures. However, graduate outcomes do not denote the whole learning experience of the student nor is the student experience reducible to a single statistic. This paper discusses a design‐centric approach to employability development which was enacted within a hybrid learning space. The study engaged 52 final‐year speech pathology students, their lecturer, the lead researcher and a career practitioner (advisor) at an Australian university. Students first created personalized employability profiles using an established online self‐reflection tool. The online tool produced a personalized report and enabled students to access developmental resources relating to employability and student success. The project team used anonymized student data to transform a previously generic "careers" workshop into a targeted workshop in which students explored individual and cohort findings and participated in developmental activities informed by the data. The initiative's contribution to learning space research is in its composition as a hybrid learning space in which educators and students engaged as learners and developers of their online learning spaces, and educators collaborated to analyze student data and inform learning and teaching enhancements within the same study period. It is anticipated that the data from subsequent years will inform the curricular review, particularly if subsequent student cohorts express similar concerns. Implications for higher education policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Previous literature on student employment within campus recreation departments has focused on a variety of work-related factors, but has been limited by examining single institutions. The current study extended this area of research by examining 290 recreation student employees at 11 institutions located throughout the United States to determine how important five work-related variables were to student employment. Results indicated all variables were rated high in importance, but ability to work around class schedules was most important. Results also indicated that females believe pay rate is more important than males, first year employees do not desire supervisory roles as much as students with more work experience, and students who have supervisory responsibilities find these roles more important than students without such roles. These results can be used by recreation administrators to better understand the priorities of their employees, which ultimately could impact quality of work. [ABSTRACT FROM AUTHOR]

Student employees play a vital role in the leadership and delivery of campus recreation programs. Therefore, campus recreation professionals have a unique opportunity to contribute to their development. The purpose of this study was to identify best practices for effective student development in campus recreation programs affiliated with the National Intramural Recreational Sports Association (NIRSA). Data were collected using the Delphi technique via a web-based survey. A panel of experts including five of the 2009 Regional Vice Presidents of the NIRSA organization, as well as five campus recreation professionals from each region chosen by the Regional Vice Presidents was asked to participate. Panel members advocated five general best practices and 21 specific best practices. The five general best practices were leadership opportunities, performance assessment, training and orientation, personal relationships, and professional development. The results provide a framework that campus recreation professionals can use to enhance student development of their employees. [ABSTRACT FROM AUTHOR]

This study contributes to the limited knowledge on university recreation and student affairs part-time student employment programs, and how this experience can promote student development. The research examines differences in socialization opportunities perceived by student employees of a campus recreation department. Socialization was measured using group cohesion (a measure of the individual's attachment to the group). Analysis determined that African American student employees perceived a significantly lower overall level of cohesion compared with Caucasian and Hispanic student employees. In addition, students working in program areas that required less interdependence and limited ongoing training perceived significantly lower levels of cohesion compared with student employees working in positions that required regular in-service training and job-task interdependence. The authors discuss implications of the findings, recommendations for student development professionals, and suggestions for future research. [ABSTRACT FROM AUTHOR]

This study examined the relationship between part-time student employment in a recreational sports department and academic success as measured by grade point averages (GPA) and number of credit hours enrolled. Three hundred and thirty undergraduate recreational sports student employees were compared to a random sample of 350 undergraduate students who were not employed by the department of recreational sports. A positive connection was identified between employment with the recreational sports department and academic success. Freshmen and junior recreational sports employees had statistically significant higher GPAs than the freshmen and juniors in the general student population. However, working with the recreational sports department did not have an effect on the number of credit hours enrolled. [ABSTRACT FROM AUTHOR]

This study evaluates the differences in perceptions between student employees and recreational sports administrators over a consistent set of work tasks and responsibilities typically done by student employees in a recreational sports setting. The focus of the study was to provide a method of improving the effectiveness and efficiency by which recreational sports programs deliver their services and programs. Nine of the 11 schools in the Big Ten Conference participated in the study with a total of eighty-five participants taking part. Concept mapping, a multivariate statistical approach using multidimensional scaling and cluster analysis was used to analyze the data. Ninety-five work tasks were sorted for similarity and rated on scales for importance toward attaining recreational sports goals and frequency of performance. Cluster maps, ladder graphs and go-to-zones were developed from the data defining the results of the analysis. Results were presented in a composite form for the nine schools participating in the study with the intent to provide comparison between individual schools and the conference composite as requested. Cluster maps illustrated the levels of importance among the six clusters, ladder graphs demonstrated the differences between the student employees and the recreational sports administrators and go-to zones broke out the individual tasks into areas of alignment, gap zones where either importance or frequency were below the mean, and a "?" zone where neither importance nor frequency rose to the mean rating on that scale. The results allow administrators now to compare, examine, and make decisions based each of the 95 work tasks in a guided manner. [ABSTRACT FROM AUTHOR]

This chapter describes applied work‐based learning, situates participation against student employment, provides features of effective applied work‐based learning experiences, examines evidence of effects, and discusses challenges to implement and sustain effective experiences. [ABSTRACT FROM AUTHOR]

This chapter describes how student employment can be an applied learning experience by developing soft skills for future employment, working with other students from diverse backgrounds, and connecting work to academics. [ABSTRACT FROM AUTHOR]

Scholarly studies of international student mobility programs have increased during the last two decades, particularly following the Bologna Declaration. Nevertheless, a systematic review of international student mobility programs and the outcomes and benefits derived from participation in such programs has not been undertaken. This paper provides a comprehensive review of studies examining the various outcomes of student participation in short-term international mobility programs and identifies under-researched areas such as employment and career outcomes. A future research agenda based on the review is outlined, along with recommendations for improving research designs in order to increase our understanding of the short- and long-term outcomes of international student mobility programs. [ABSTRACT FROM AUTHOR]

We construct a data set of job flyouts for junior economists between 2013 and 2018 to investigate three aspects of the market for "stars." First, what is the background of students who become stars? Second, what type of research does the top of the market demand? Third, where do these students take jobs? Among other results, we show that stars are more likely to be international and male than PhDs overall, that theoretical and semi‐theoretical approaches remain dominant, that American programs both produce the most stars and hire even more, that almost none are hired by the private sector, and that there is a strong shift toward having pre‐PhD full‐time academic research jobs. [ABSTRACT FROM AUTHOR]

We estimate the causal effect of student loans on postgraduation labor market outcomes exploiting a kink in the formula determining eligibility for need‐based student loans. Using a representative sample of students graduating with a bachelor's degree in 1993, we find that student debt has nonnegative effects on earnings. This result holds with differing levels of statistical significance across a battery of different empirical designs: (1) ordinary least squares, (2) partially linear, and (3) regression kink. We find similar results for the 2008 graduating cohort. [ABSTRACT FROM AUTHOR]

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This article applies Paul Gomberg's theory of contributive justice to the problematic of working-class graduates' access to skilled and meaningful work in the UK. I begin by outlining Gomberg's argument for the importance of quality work as a key social good. I then draw upon a range of sociologically-informed literature to offer a two-fold argument. Firstly, I contend that the UK suffers from a structural misalignment between graduate demand for high-skilled employment and the supply the labour market can provide; secondly, that working-class graduates are disproportionately likely to encounter problems in gaining quality work, at least in their early-stage careers. To understand these issues as questions of social justice, I apply Gomberg's thesis throughout the discussion. I conclude by reflecting upon the value of Gomberg's theory to studies such as this, which take a sociologically-informed approach to the interface between education and work. I argue that Gomberg's neo-Aristotelian theory, wherein work is central to human flourishing, offers a framework through which we may make explicit our normally implicit evaluations and critiques. [ABSTRACT FROM AUTHOR]

Graduate unemployment has increasingly been the topic of research interest as it grows in many countries. In many such contexts, the massification of higher education and the global economic recession of the late 2000s explain the challenge. The situation differs in South Africa. Graduate unemployment rates are low owing to the high demand for skilled labour. However, certain groups of graduates continue to struggle to find employment. While previous research has described which graduates are more vulnerable to unemployment, few studies have assessed the reasons for their struggle. We address this gap by presenting data from a mixed methods study, which included a sub-sample of unemployed graduates, on the barriers these graduates face. The findings show that lack of relevant work experience, limited information about an efficient job search, low social capital, and high costs of work-seeking create obstacles to securing work. We reiterate recommendations from prior research that calls for better integration of qualifications with practical work experience, but also contend that accessible work-seeker support can mitigate the negative effects of the identified barriers. Such investments are critical to ensuring that significant investments in post-secondary education and training on the part of both the state and the individual graduate are realised. [ABSTRACT FROM AUTHOR]

This chapter will provide an understanding of the concepts of leadership development and student employment used in the volume. Current data and research is explained to establish the need for dialogue and support of leadership development through student employment on and off campus. [ABSTRACT FROM AUTHOR]