scholarly journals Alienation and Work: A Common View

2020 ◽  
pp. 91-97
Author(s):  
Mike Healy
Keyword(s):  
Work Experience ◽  
Specific Aspect ◽  
Common View ◽  
Paid Employment ◽  
Subsequent Discussion

This chapter looks at the views of both the ICT professionals and scholars about a specific aspect of Marx’s theory of alienation, namely their attitude towards work. The author investigates whether the ICT professionals or scholars would continue working if they had the economic and social means to stop. Subsequent discussion then focuses on the responses of to two questions asking participants to reflect on their work experience. The first question sought to examine what changes the participants would make if they had the opportunity to start their careers again. The second asked what changes they would make if they had access to sufficient resources, enabling them to be free of paid employment and provide funds for any projects they might wish to follow. Using evidence obtained from both the ICT professionals and scholars, Healy’s study validates Marx’s view that, as soon as the necessity to work has been removed, it is generally ‘avoided like the plague’ but that the responses raised questions regarding the possibility of engaging in non-alienated labour within a context where every aspect of life is dominated by alienated labour.

Volunteering in Glasgow, Scotland

2019 ◽  
pp. 111-138
Author(s):  
Pauline Leonard ◽  
Rachel J. Wilde
Keyword(s):  
Young People ◽  
Work Experience ◽  
Case Study Research ◽  
Poor Quality ◽  
Employment Opportunities ◽  
Paid Employment ◽  
Recent Policy ◽  
Robust Evidence ◽  
Insight Into

This chapter investigates volunteering, much vaunted in recent policy as a valuable means by which young people may gain valuable experience for work and careers. The chapter argues however that policies to encourage more youth volunteering are based on a conundrum: the fact that there is no robust evidence to support the view that volunteering is a beneficial means by which to access paid employment. Case study research of a volunteering organisation in Scotland, which delivers bespoke employability training to young people which includes daily spells of volunteering in a range of voluntary sector workplaces, provides some insight into why this might be the case. Work experience placements can consist of young people ‘time-filling’ with meaningless, poor-quality work and lack of engagement by employers makes it difficult for young people to gain experience in organisations offering paid employment opportunities. However, the chapter underscores the significant contribution of trainers to other beneficial outcomes of volunteering programmes, such as the confidence and wellbeing of young trainees.

Predictors Associated With Paid Employment Status of Community and Technical College Students With Intellectual Disability

2018 ◽  
Vol 123 (4) ◽  
pp. 329-343 ◽  
Author(s):  
Xueqin Qian ◽  
David R. Johnson ◽  
Frank A. Smith ◽  
Clare K. Papay
Keyword(s):  
College Students ◽  
Intellectual Disability ◽  
Work Experience ◽  
Technical College ◽  
Upper Midwest ◽  
Policy And Practice ◽  
Community And Technical College ◽  
Community And Technical Colleges ◽  
Paid Employment ◽  
Technical College Students

Abstract The present study sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model. Results using logistic regression showed that students who only took inclusive classes, participated in campus events, had prior paid work experience, and participated in volunteering and/or community service were more likely to earn at or above minimum wage during their most recent year in the TPSID program. Implications for policy and practice are discussed.

scholarly journals Work Experience from Paid Employment and the Path to Entrepreneurship: Business Takeover Versus New Venture Start-Up

2016 ◽  
Author(s):  
Guoqian Xi ◽  
Jorn Hendrich Block ◽  
Frank Lasch ◽  
Frank Robert ◽  
Roy Thurik
Keyword(s):  
Work Experience ◽  
New Venture ◽  
Paid Employment ◽  
Start Up

scholarly journals The Contribution of Vocational Education and Training to Innovation and Growth

2021 ◽  
Author(s):  
Uschi Backes-Gellner ◽  
Patrick Lehnert
Keyword(s):  
Vocational Education ◽  
Work Experience ◽  
Applied Research ◽  
Academic Research ◽  
Doctoral Degree ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Research Knowledge ◽  
Common View ◽  
And Training

Despite the common view that innovation requires academically educated workers, some countries that strongly emphasize vocational education and training (VET) in their education systems—such as Switzerland and Germany—are highly competitive internationally in terms of innovation. These countries have dual VET programs, that is, upper-secondary-level apprenticeship programs, that combine about three quarters of workplace training with about one quarter of vocational schooling, and design them in such a way that their graduates (i.e., dual apprenticeship-graduates) play crucial roles in innovation processes. Regular updates of VET curricula incorporate the latest technological developments into these curricula, thereby ensuring that dual apprenticeship-graduates possess up-to-date, high-level skills in their chosen occupation. This process allows these graduates to contribute to innovation in firms. Moreover, these graduates acquire broad sets of technical and soft skills that enhance their job mobility and flexibility. Therefore, conventional wisdom notwithstanding, dual apprenticeship-graduates in such countries not only have broad skill sets that accelerate innovation in firms, but also willingly participate in innovation because of their high flexibility and employability. Moreover, Switzerland and Germany have tertiary-level VET institutions that foster innovation. These are universities of applied sciences (UASs), which teach and conduct applied research, thereby helping build a bridge between different types of knowledge (vocational and academic). UAS students have prior vocational knowledge through their dual apprenticeship and acquire applied research skills from UAS professors who usually have both work experience and a doctoral degree from an academic university. Thus UAS graduates combine sound occupational knowledge with applied research knowledge inspired by input from the academic research frontier and from practical research and development (R & D) in firms. Firms employ UAS graduates with their knowledge combination as an important input for R & D. Consequently, regions with a UAS have higher levels of innovation than regions without one. This effect is particularly strong for regions outside major innovation centers and for regions with larger percentages of smaller firms.

Work experience from paid employment and entry mode to entrepreneurship: business takeover versus new venture start-up

2018 ◽  
Vol 17 (2) ◽  
pp. 91 ◽  
Author(s):  
Guoqian Xi ◽  
Jörn Block ◽  
Frank Lasch ◽  
Frank Robert ◽  
Roy Thurik
Keyword(s):  
Work Experience ◽  
Entry Mode ◽  
New Venture ◽  
Paid Employment ◽  
Start Up

Articulatory Generalization in Two Word-Medial, Ambisyllabic Contexts

1988 ◽  
Vol 19 (3) ◽  
pp. 251-258 ◽  
Author(s):  
Virginia I. Wolfe ◽  
Suzanne D. Blocker ◽  
Norma J. Prater
Keyword(s):  
Common View ◽  
Perceptual Salience ◽  
The Common ◽  
Unitary Concept ◽  
Over Time

Articulatory generalization of velar cognates /k/, /g/ in two phonologically disordered children was studied over time as a function of sequential word-morpheme position training. Although patterns of contextual acquisition differed, correct responses to the word-medial, inflected context (e.g., "picking," "hugging") occurred earlier and exceeded those to the word-medial, noninflected context (e.g., "bacon," "wagon"). This finding indicates that the common view of the word-medial position as a unitary concept is an oversimplification. Possible explanations for superior generalization to the word-medial, inflected position are discussed in terms of coarticulation, perceptual salience, and the representational integrity of the word.

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