Reality Tests: Navigating Education to Work Transitions into Weak-Form Occupations

Autor/in	Ye, Rebecca
Titel	Reality Tests: Navigating Education to Work Transitions into Weak-Form Occupations
Quelle	In: Journal of Education and Work, 33 (2020) 3, S.242-253 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ye, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2020.1754364
Schlagwörter	Education Work Relationship; Vocational Education; Entry Workers; Ethics; Futures (of Society); Emerging Occupations; Foreign Countries; Higher Education; Coping; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ethik; Future; Society; Zukunft; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bewältigung
Abstract	Drawing on pragmatic and occupational sociology, this paper examines how individuals in Sweden embark on occupations that are in nascent stage and for work tasks that are weakly defined. I accompanied a group of aspirants as they moved from a higher vocational education programme into the labour market, following their learning journeys towards emerging occupational roles. The present paper focuses on how they face reality tests related to their unclear occupational futures and the navigation of ethical grey zones when in the labour market. These tests occur in transition from education to work, and particularly for emerging occupations, due to the uncertain and fragile logics that surround new work tasks; in this case, offering digital data services. Through encountering these tests, aspirants are offered the opportunity to negotiate and develop moral competence, although they vary in their coping strategies. The findings of this analysis set out to contribute to the literature on how individuals are prepared for emerging occupations and propose the concept of 'weak-form occupations' as a means to characterise and examine education to work pathways that are less intuitive or predictable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01