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Educational Policy; Foreign Countries; Professional Recognition; Learning Theories; Communities of Practice; Focus Groups; Employment Qualifications; Interviews; Mail Surveys; Questionnaires; Context Effect; Labor Force; Educational Change; Child Care; Teacher Attitudes

Abstract:
This article reports on the views of early years practitioners in England from settings that were identified as "reluctant to engage" with one of the government's key policies, the introduction of Early Years Professional Status (EYPS), to drive forwards workforce reform. Focus groups, interviews and a survey were undertaken in 2009 with 35 respondents in 15 early years settings. The article uses concepts from Wenger's situated theory of learning (1998) to locate the policy and practitioners' views of its implications in its socio-historical context with regard to early years professionalisation. The findings are considered against a conceptual framework for successful workforce reform to suggest how, by addressing areas of perceived "restrictive" practice, the move to increase status and professional qualifications in early years may become more inclusive of the current workforce. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Job Applicants; College Graduates; Communication Skills; Employees; Career Centers; Education Work Relationship; Surveys; Adjustment (to Environment); Problem Solving; Personnel Selection; Employment Qualifications

Abstract:
Employers value a four-year college degree, many of them more than ever. Yet half of those surveyed recently by "The Chronicle" and American Public Media's "Marketplace" said they had trouble finding recent graduates qualified to fill positions at their company or organization. Nearly a third gave colleges just fair to poor marks for producing successful employees. And they dinged bachelor's-degree holders for lacking basic workplace proficiencies, like adaptability, communication skills, and the ability to solve complex problems. What gives? These days a bachelor's degree is practically a prerequisite for getting one's resume read--two-thirds of employers said they never waive degree requirements, or do so only for particularly outstanding candidates. But clearly the credential leaves employers wanting. While they use college as a sorting mechanism, to signal job candidates' discipline and drive, they think it is falling short in adequately preparing new hires. The tension may lie partly in changes in the world of work: technological transformation and evolving expectations that employees be ready to handle everything straightaway. And perhaps managers are right to expect an easier time finding employees up to the task--after all, three times the proportion of Americans have bachelor's degrees now as did a generation or two ago. While some institutions tout their career centers, internship offerings, and academic programs designed with industry input, others argue that workplace skills ought to be taught on the job. Higher education is meant to educate broadly, not train narrowly, they say: It is business that is asking too much. And if college graduates are not up to scratch, some campus leaders ask, why do employers keep hiring them? The unemployment rate for Americans with bachelor's degrees, after all, is less than 5 percent; for those with only high-school diplomas, it is nearly double. Well, because even though employers may kvetch about college graduates, they generally make better employees than those who finished only high school. If nothing else, having gone through four--or five or six--years of schooling proves that they can stick with a task. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Awards; Community Colleges; Certification; Allied Health Occupations; Fire Protection; Police; Maintenance; Welding; Business Administration; Information Technology; Building Trades; Employment Qualifications; Employment Opportunities

Abstract:
Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among the questions about certificates that one will need to have answered are the following: (1) What occupations can certificates prepare me for?; (2) What are some benefits and drawbacks to getting a certificate?; and (3) How can I find a program that's right for me? This article answers these and other questions about certificates and certificate programs. The first section of the article describes certificates and some of the occupations that require them. The second section explains some potential benefits and drawbacks to these educational awards. The third section offers advice on evaluating certificate programs. The final section provides additional sources of information. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Organizational Change; Global Approach; Organizational Communication; Textbooks; College Instruction; Course Content; Relevance (Education); School Business Relationship; Employment Opportunities; Employment Qualifications; Job Applicants; Theory Practice Relationship; Content Analysis; Career Readiness

Abstract:
Organizations have changed dramatically over the last decade as globalization, new technology, and generational shifts shape almost every aspect of twenty-first century American society. Ideally, communication education would prepare students for experiences in the workplaces they will join after they graduate, but some have suggested that academia is disconnected from the realities of organizations. In these two studies we examined the degree to which organizational communication textbooks have kept pace with those changes. The first consisted of interviews with local organizational leaders. Those leaders identified communication-related issues that were important in their organizations. The second study consisted of a content analysis assessing the degree to which organizational communication textbooks address the themes found in Study One. The more abstract themes from Study One were found in abundance, but the practical applications of those themes were under-represented in these textbooks. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Change; Persistence; Foreign Countries; Probability; Educational Attainment; Correlation; Economic Climate; National Surveys; Employment Level; Risk; Employment Qualifications; Competition; Theories; Underemployment; Models

Abstract:
This paper examines long-term changes in the persistence of overeducation among individual workers, focusing on the relationship between the rate of those changes and the general economic situation. All analyses are based on data from the Polish Panel Survey (POLPAN) conducted throughout the post-communist transition period, 1988-2008. The results suggest that being in a job with too low educational requirements is stable through time and raises the probability of experiencing the same situation five years later. The incidence of overeducation increased in the studied period, most rapidly during recession. The youngest cohorts, workers aged 26-35 in 2008, faced a higher risk of persistent overqualification than other cohorts. These findings are consistent with Thurow's job competition theory, as well as Sattinger's job assignment model. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Graduates; Labor Market; Competition; Work Environment; Occupational Information; Job Skills; Employment Qualifications; Communication Skills; Interpersonal Competence; Problem Solving; Teamwork; College Curriculum; College Students; College Faculty; Supervisors; Role Playing; Class Activities; Education Work Relationship; Student Behavior; Learner Engagement

Abstract:
Recent college graduates are entering a competitive workforce that demands strong communication, teamwork, and problem-solving skills. However, many recent surveys and reports describe college graduates as deficient in these skills. For two courses at separate institutions, we each framed a course as a job, playing the role of a supervisor or employer rather than a professor. We prepared an employment contract rather than a syllabus, and created assignments and class activities that required students to explicitly consider how their college experiences might apply to the workplace. Students at both institutions thought the framing was interesting and fun, and thought the professors should continue to frame future courses as jobs. As instructors, we found that students were more professional, prompt, and detail-oriented. It also provided us with multiple opportunities to engage students in serious discussions about transitioning to the workplace upon graduation. (Contains 5 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Careers; Graduate Students; Career Exploration; Career Choice; Nonprofessional Personnel; Doctoral Degrees; Job Search Methods; Search Strategies; Occupational Information; Career Information Systems; Employment Qualifications; Job Analysis; Phenomenology; Employment Potential; Employment Practices; Educational Attainment

Abstract:
Discussion of nonfaculty careers for graduate students so easily disintegrates into dueling anecdotes. The author describes a story about someone who had to drop his Ph.D. from his resume in order to get a job at all. Stories cluster around both of those poles in the comments section whenever the author has written about nonprofessorial career paths. Anecdotes about alternative jobs for Ph.D.'s proliferate because data are in short supply. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Attainment; Grade Inflation; Grade Point Average; Academic Achievement; Education Work Relationship; Educational Quality; Job Skills; Skill Development; Skill Obsolescence; Employment Qualifications

Abstract:
Grades are broken. Students grub for them, pick classes where good ones come easily, and otherwise hustle to win the highest scores for the least learning. As a result, college grades are inflated to the point of meaninglessness--especially to employers who want to know which diploma-holder is best qualified for their jobs. An alternative is to recognize students' specific achievements. This is a viewpoint driving experiments in education badges. Offered mostly by online start-ups, the badges are modeled on the brightly colored patches on Boy Scout uniforms but are inspired primarily by video games. One key benefit of education badges could simply be communicating what happens in the classroom in a more employer-friendly form. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Job Search Methods; Check Lists; Job Application; Job Applicants; Resumes (Personal); Portfolios (Background Materials); Task Analysis; Occupational Information; Employment Qualifications; Career Counseling; College Faculty; Resource Staff

Abstract:
For the novice, the logistical challenges of an academic job search can be exasperating, especially when dozens of applications are involved. Getting things right (providing the correct materials, from CV to sample syllabi, in the style and form most sought by a particular search committee) and submitting the application on time (via sometimes complicated e-interfaces) are never as easy as they may sound on initial prospect. It follows that obsessiveness is a good quality in applicants for tenure-track positions. Most fields (although not all subfields) are buyers' markets. With hundreds of candidates--many of them highly qualified--for one position in, say, 20th-century American literature, harried committees are often looking for some way to narrow the pool. A missing item, a late upload, or even a typo on the sixth paragraph of the cover letter may get an applicant passed up before he or she is even fully considered. So details matter. In this article, the author discusses how to get the materials and the procedures right. Getting all of the required materials done correctly and promptly will not necessarily get an applicant the position, but the effort will allow him or her to leap the first hurdle toward being considered for it. [For a follow-up to this article, see EJ988986.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Personnel Selection; Principals; Employment Qualifications; Job Skills; Administrator Qualifications; Competence; Educational Improvement; Public Schools; Lifelong Learning

Abstract:
When the Minneapolis Public Schools first set out to hire turnaround school principals, administrators followed their usual process--which focused largely on reputation and anecdotal support and considered mainly internal candidates. Yet success at the complicated task of turning around the fortunes of a failing school depends on exceptionally strong leadership, someone with a clear vision and ability to make that vision a reality. When one of the school district's associate superintendents, Mark Bonine, took over the hiring process, he knew how to identify excellent leaders. This article describes a process for hiring the most skillful leaders for changing the fortunes of the most-troubled schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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