Work-Related Learning Practices of University Graduates: Scope and Determinants
- Autores: Varshavskaya E.1
-
Afiliações:
- National Research University «Higher School of Economics»
- Edição: Nº 4 (2023)
- Páginas: 94-105
- Seção: Articles
- URL: https://journals.rcsi.science/0132-1625/article/view/141286
- DOI: https://doi.org/10.31857/S013216250024229-4
- ID: 141286
Acesso aberto
Acesso está concedido
Somente assinantes
Resumo
The article analyzes the scale of work-related learning of recent higher education graduates, describes its main practices, determines the factors of participation in training. The empirical analysis is carried out on data from the federal survey of Russian university graduates who completed their studies in 2016-2020. The sample consists of 9325 graduates. About a quarter of recent graduates participated in job-related training in their first year of work. The probability of work-related learning is higher for full-time graduates and for those who are employed as a specialist. It does not depend on whether the graduate works in his specialty or not. Important predictors of participation in work-related learning are the lack of professional skills and the importance of personal (individual) characteristics for successful work. The results showed that work-related learning acts as a tool to overcome the gap between the knowledge and skills that graduates have and the knowledge and skills necessary for the employer, mainly professional content. It was found that participation in work-related training practices is differentiated by qualification groups and by the scarcity of different types of knowledge and skills. On the one hand, formal learning and, on the other, mentoring and self-learning are interchangeable practices. Mentoring and self-learning are in many ways complementary practices of job-related training.
Palavras-chave
Sobre autores
Elena Varshavskaya
National Research University «Higher School of Economics»Moscow, Russia
Bibliografia
- Бурдяк А.Я., Поливин О.С. Длительность поиска первой работы выпускниками учебных заведений России в переходный период // Родители и дети, мужчины и женщины в семье и обществе / Под науч. ред. С.В. Захарова, Т.М. Малевой, О.В. Синявской. М.: НИСП, 2009. C. 265–290.
- Варшавская Е.Я. Успешность перехода «учеба – работа»: для кого дорога легче? // Социологические исследования. 2016. № 2. С. 39–46.
- Емелина Н.К., Рожкова К.В., Рощин С.Ю. и др. Выпускники высшего образования на российском рынке труда: тренды и вызовы. М.: НИУ ВШЭ, 2022.
- Зубок Ю.А., Чупров В.И. Молодые специалисты: проблема подготовки и положение на рынке труда // Социологические исследования. 2015. № 5. С. 114–122.
- Кирюшина М.А., Рудаков В.Н. Гендерные различия в заработной плате выпускников вузов и учреждений СПО на начальном этапе карьеры // Вопросы образования. 2021. № 2. С. 172–198. doi: 10.17323/1814-9545-2021-2-172-198.
- Колосова А.И., Рудаков В.Н., Рощин С.Ю. Влияние работы по профилю полученной специальности на заработную плату и удовлетворенность работой выпускников вузов // Вопросы экономики. 2020. № 11. С. 113–132. DOI: 10/32609/0042-8736-2020-11-113-132.
- Рощин С.Ю. Переход «учеба–работа»: омут или брод? Препринт WP3/2006/10. М.: ГУ ВШЭ, 2006.
- Рощин С.Ю., Рудаков В.Н. Влияние «качества» вуза на заработную плату выпускников // Вопросы экономики. 2016. № 8. С. 74–95. DOI: 10/32609/0042-8736-2016-8-74-95.
- Рудаков В.Н., Чириков И.С., Рощин С.Ю., Дрожжина Д.С. Учись, студент? Влияние успеваемости в вузе на стартовую заработную плату выпускников // Вопросы экономики. 2017. № 3. С. 77–102. DOI: 10/32609/0042-8736-2017-3-77-102.
- Чередниченко Г.А. Выпускники российских вузов на рынке труда (данные опроса Росстата) // Социологическая наука и социальная практика. 2020. №3. С. 108–124. DOI: 10/19181/snsp.2020.8.3.7490.
- Чередниченко Г.А. Первое трудоустройство после вуза (по материалам опроса Росстата) // Социологические исследования. 2018. № 8. С. 91–101. DOI: 10/31857/S013216250000764-3.
- Шарунина А.В., Травкин П.В., Чернина Е.М. Молодежь у «входных ворот» на рынок труда // Российский рынок труда через призму демографии / Под общ. ред. В.Е. Гимпельсона, Р.И. Капелюшникова. М.: НИУ ВШЭ, 2020. С. 204–244.
- Armstrong-Stassen M., Schlosser F. Benefits of a supportive development climate for older workers // Journal of Managerial Psychology. 2008. Vol. 23. No. 4. P. 419–437. doi: 10.1108/02683940810869033.
- Baert S., Cockx B., Verhaest D. Overeducation at the start of the career: stepping stone or trap? // Labour Economics. 2013. Vol. 25. P. 123–140.
- Bell D.N.F., Blanchflower D.G. Youth unemployment in Europe and the United States // Nordic Economic Policy Review. 2011. Vol. 1. P. 11–37.
- Carroll D., Tani M. Over-education of recent higher education graduates: New Australian panel evidence // Economics of Education Review. 2013. Vol. 32. P. 207–218. doi: 10.1016/j.econedurev.2012.10.002.
- Chao G.T. Unstructured training and development: The role of organizational socialization // Improving training effectiveness in work organizations / Ed. by Ford J. et al. New York: Psychology Press, 2014. P. 141–164.
- Kowtha N.R. School-to-work transition and newcomer socialisation: The role of job-related education // Journal of Management & Organization. 2011. Vol. 17. No. 6. P. 747–763. doi: 10.5172/jmo.2011.747.
- Kyndt E., Baert H. Antecedents of employees’ involvement in work-related learning: A systematic review // Review of Educational research. 2013. Vol. 83. No. 2. P. 273–313. doi: 10.3102/0034654313478021.
- Malcolm J., Hodkinson P., Colley H. The interrelationships between informal and formal learning // Journal of workplace learning. 2003. Vol. 15. P. 313–318.
- Meroni E.C., Vera-Toscano E. The persistence of overeducation among recent graduates // Labour Economics. 2017. Vol. 48. P. 120–143. doi: 10.1016/j.labeco.2017.07.002.
- Möller J., Umkehrer M. Are there long-term earnings scars from youth unemployment in Germany? // Jahrbücher für Nationalökonomie und Statistik. 2015. Vol. 235. No. 4-5. P. 474–498.
- Oh S. The effects of workplace learning on organizational socialization in the youth workforce //Asia Pacific Education Review. 2016. Vol. 17. No. 4. P. 567–580. doi: 10.1007/s12564-016-9456-3.
- Sanders J., Oomens S., Blonk R.W.B. et al. Explaining lower-educated workers’ training intentions // Journal of Workplace Learning. 2011. Vol. 23. No. 6. P. 402–416. doi: 10.1108/13665621111154412.
- Schmillen A., Umkehrer M. The scars of youth: Effects of early‐career unemployment on future unemployment experience // International Labour Review. 2017. Vol. 156. No. 3-4. P. 465–494. doi: 10.1111/ilr.12079.
- Smet K., Grosemans I., De Cuyper N. et al. Outcomes of informal work-related learning behaviours: A systematic literature review // Scandinavian Journal of Work and Organizational Psychology. 2022. Vol. 7(1). No. 2. Р. 1–18. doi: 10.16993/sjwop.151.
