Roseella JRE: UnderemploymentHello all, Underemployment is mostly a result of a lack of competent graduates, skill mismatches, outdated school curriculum, and technological developments. Underemployment is also a result of layoffs, unbalanced supply and demand for employees brought on by economic downturns and exponential population increase. According to Bell et. al., 2021 theauthors produce estimates for a new and better rate of underemployment for 25 countries using the European Labor Force Survey that is based on workers’ reports of their preferred hours at the going wage. Both voluntary and involuntary part-time workers report they want more hours. Full-time workers who say they want to change their hours mostly say they want to reduce them (Bell et. al., 2021). When the Great Recession hit, the number of hours of those who said they wanted more hours increased, and the number of hours of those who said they wanted fewer hours decreased. The percentage of workers in both categories remains elevated (Bell et. al., 2021). The authors provide evidence for the United Kingdom and the United States as well as from an international sample that underemployment lowers pay in the years after the Great Recession, but the unemployment rate does not (Bell et. al., 2021). They also find evidence for the United States that decreases in the home ownership rate have helped to keep wage pressure in check (Bell et. al., 2021). Underemployment replaces unemployment as the main influence on wages in the years since the Great Recession (Bell et. al., 2021). In our interpretation of the concept, underemployment implies that workers are off their labor supply curves, in contrast to the so-called canonical model in which workers are free to choose their hours of work, given the wage rate (Bell et. al., 2021). This model has been dominant in the literature since, yet it neglects the role of employer preferences in determining hours (Bell et. al., 2021). Although Lewis himself stepped back from this position ([54]), acknowledging that the preferences of employers are neglected in the canonical model, the assumption that workers select from a continuum of hours, while treating the wage rate as exogenous, continues to dominate research and teaching (Bell et. al., 2021). This approach persists, even though aggregate hours fluctuate in response to changes in demand, and the organization of production requires employers to place some restrictions on working time, for example, to ensure that a production line is fully staffed (Bell et. al., 2021). Some authors, acknowledging that observed hours and wage combinations reflect both supply and demand influences, have sought to identify these effects empirically (Bell et. al., 2021). Thus, and attempted to identify the supply and demand for worker hours using industry variation, with limited success. Further, argued that search behavior further complicates the analysis of how workers select between different combinations of wages and non-wage job amenities such as hours of leisure (Bell et. al., 2021). They suggested that “the equilibrium relationship between wages and a nonwage job amenity will generally bear little resemblance to workers’ underlying valuations of the job amenity” (Bell et. al., 2021). This argument is consistent with a situation in which workers’ valuations of leisure are not aligned to their contracted hours of work, and they therefore may express a wish to change their working time (Bell et. al., 2021). The most widely available measure of underemployment estimated by statistical agencies around the world such as the Bureau of Labor Statistics in the United States, the Office for National Statistics in the United Kingdom, and Eurostat in the European Union is the share of involuntary part-time workers in total employment, that is, the involuntary part-time rate (Bell et. al., 2021). This measure captures only the number of part-time workers who wish to extend their hours; it carries no information on the number of additional hours these workers wish to work, nor if some (other) workers, including voluntary part-timers and full-timers, would also prefer to increase their hours. Similarly, it gives no information on the overemployed, those who would prefer to reduce their hours of work (Bell et. al., 2021). Further, given that the share of part-time workers in the workforce varies by country for fiscal, institutional, and cultural reasons, the possible range for the estimate of share of involuntary part-timers in total employment varies widely across countries. This makes cross-country comparisons of IPTRs problematic (Bell et. al., 2021). The widespread use of the IPTR measure of underemployment reflects the lack of alternatives, particularly in the United States (Bell et. al., 2021). In Europe, involuntary part-timers are described as part-timers who want full-time jobs (PTWFT), whereas in the United States they are described as part time for economic reasons (PTFER) (Bell et. al., 2021). In Europe, statistics on PTWFT are obtained from the individual-level European Labour Force Surveys (EULFS), and in the United States statistics on PTFER are obtained from the Current Population Survey (CPS). To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting (Jackson & Collings, 2018). To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment (Jackson & Collings, 2018). Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term (Jackson & Collings, 2018). Paid employment during the final year of undergraduate study produced higher full-time employment rates but had little effect on underemployment (Jackson & Collings, 2018). Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects (Jackson & Collings, 2018). This is particularly important given the growth in the supply of graduates, concerns for credentialism, soft graduate labor markets and global economic weakening (Jackson & Collings, 2018). References Bell, D. N. F., & Blanchflower, D. G. (2021). Underemployment in the United States and Europe. ILRReview, 74(1), 56?94. Jackson, D., & Collings, D. (2018). The influence of Work-Integrated Learning and paid work duringstudies on graduate employment and underemployment. Higher Education (00181560), 76(3), 403?425.Stephanie SRE: UnderemploymentAccording to Allan, Rolniak & Bouchard (2020), table employment has grown more difficult to find as a result of a quickly evolving economy marked by income disparity, globalization, and the exponential rise of technology; International Labor Organization (ILO). Organizations have also suggested that work will continue to be unstable in the global economy, with challenges like unemployment and underemployment (Allan, Rolniak & Bouchard, 2020). Allan, Rolniak & Bouchard (2020), explaon that the psychological effects of underemployment are a specific topic of worry in present economic climate. Researchers have discovered that underemployment has a negative correlation with a wide range of wellbeing indicators, including physical health, psychological well-being, life satisfaction, optimism, and life satisfaction at work (Allan, Rolniak & Bouchard, 2020). As a result, researchers have started to look for moderators that could mitigate the unfavorable relationship between underemployment and well-being, and meaningful work may be one such moderator that holds promise (Allan, Rolniak & Bouchard, 2020). According to the latent deprivation theory, underemployment robs people of a fulfilling purpose, which may have a negative impact on wellbeing (Allan, Rolniak & Bouchard, 2020). As a result, those who continue to find significance in their work may be shielded from the damaging effects of underemployment (Allan, Rolniak & Bouchard, 2020). The objectives of this study were to (a) investigate the relationship between underemployment and well-being, (b) evaluate the relationship between underemployment and meaningful work, and (c) investigate meaningful work as a moderator of the relationship between underemployment and well-being using the latent deprivation theory as a guide (Allan, Rolniak & Bouchard, 2020).The word “underemployment” generally refers to work that is less than or inferior to some criterion. Underemployment is a multidimensional phenomenon that researchers have operationalized and quantified in many ways (Allan, Rolniak & Bouchard, 2020). In his seminal article, Feldman listed five different causes of underemployment: having more education than a job requires; being forced to work outside of one’s field; having more skills and experience than is necessary; being forced to work part-time, intermittently, or on a temporary basis; or earning less money than is typical (Allan, Rolniak & Bouchard, 2020). This understanding of underemployment is thorough, yet it can also be excessively general and lacking in detail (Allan, Rolniak & Bouchard, 2020). People’s judgments that their jobs do not fully utilize their level of education, ability, and experience are a more prevalent and concentrated operationalization of underemployment (Allan, Rolniak & Bouchard, 2020). For instance, an architect who lost his or her usual employment in architecture might now be employed in fast food. We shall use the term “overqualification” to define this kind of underemployment in the context of the current study (Allan, Rolniak & Bouchard, 2020).In general, it was believed that underemployment is caused by five antecedents, which in turn influence five outcomes. Since then, many of these hypotheses from this model have been confirmed, but many questions still need to be resolved. The main one is the mechanism by which underemployment affects wellbeing. Latent deprivation theory is one theoretical approach to this issue. The latent implications of employment have an impact on wellbeing. Income, which enables access to needs like food, shelter, and clothing, is the “manifest” result of work. Work, however, offers many advantages that go beyond financial gain, which are known as its “latent” consequences. These advantages include time management, social connections, a sense of community, personal prestige, and regular activity.Researchers have typically discovered evidence supporting these latent repercussions among a variety of workers, including those engaged in unskilled physical labor, and latent consequences are more pronounced in persons who are fully employed (Allan, Rolniak & Bouchard, 2020). Other viewpoints, such as the psychology of working framework, also contain similar advantages of labor, such as power, social connection, self-determination, and survival (Allan, Rolniak & Bouchard, 2020). According to the latent deprivation theory, unemployment robs people of these benefits, which lowers their quality of life (Allan, Rolniak & Bouchard, 2020). Latent deprivation was previously solely attributed to unemployment, but experts have now expanded its application to underemployment and claim that it exists along a continuum with full employment (Allan, Rolniak & Bouchard, 2020).Researchers have used a wide range of indicators to relate underemployment to worse well-being, supporting the expectations of latent deprivation (Allan, Rolniak & Bouchard, 2020). For instance, in the work domain, underemployment has been linked to higher levels of work stress and poorer levels of job satisfaction, organizational commitment, and affective commitment (Allan, Rolniak & Bouchard, 2020). In general, researchers have discovered that underemployment predicts psychological distress and negative affect positively and predicts positive affect and subjective well-being negatively (Allan, Rolniak & Bouchard, 2020). In short, underemployment is consistently associated with lower levels of wellbeing both at work and elsewhere(Allan, Rolniak & Bouchard, 2020).Allan, Rolniak & Bouchard (2020), explain that despite the detrimental relationship between underemployment and wellbeing, researchers have started to pinpoint its modifying factors. For instance, in individualistic societies, job autonomy smoothes the relationship between underemployment and subjective well-being (Allan, Rolniak & Bouchard, 2020). The variable calling, which is strongly tied to meaningful work, moderated underemployment in the study in a way that made the negative relationship between underemployment and organizational commitment lower for people who scored highly on calling (Allan, Rolniak & Bouchard, 2020). Empowerment, negative affect, and emotional support are further modifiers of underemployment and wellbeing (Allan, Rolniak & Bouchard, 2020). In conclusion, researchers have discovered a number of moderators that affect the relationship between underemployment and wellbeing (Allan, Rolniak & Bouchard, 2020).ReferenceAllan, B. A., Rolniak, J. R., & Bouchard, L. (2020). Underemployment and Well-Being: Exploring the Dark Side of Meaningful Work.Journal of Career Development, 47(1), 111?125. Autumn KRE: Vocational StudiesProfessor and Class, There are several benefits as well as disadvantages to pursuing a vocational course of study. As the ever-rising costs of college tuition continue, students may find that cost-effective and shorter vocational programs can provide a skill which can become a future career. Brown (2017) clearly defines that institutions such as a vocational/technical school, community college, and 4-year colleges that are available options to students. There has been a notable increase in community colleges with a vocational technical school component. This writer attended a community college in CT prior to a 4-year college and realized years later that it became a vocational-technical college. Students who may not wish to attend a 4-year college program may be able to enroll in a faster, more affordable vocational-technical school. Some advantages to following the vocational/technical career route include the ability for students to learn a particular skill and fully focus on that trade. A student may be interested in pursuing a medical degree but the family may not be able to afford the course of obtaining a medical license so they may elect to attend a nursing program at at vocational-technical school to seek a license in the nursing field. Often times, a student will enroll in a community-technical college and transfer credits to a larger university in order to cut college costs. Vocational programs offer the hands-on training which can be directly applied to the trade or industry. Some great ways to learn are the model of ‘learn-by-doing’ which helps solidify the knowledge. Another advantage is the faster-track a vocational program can provide which typically can be completed in 2-years. Class sizes are generally smaller than more traditional universities and there is more interaction with the instructor with more immediate feedback. Another advantage to learning a trade is that there may be reliable job stability. This could be seen in careers such as HVAC, plumbing, electrician, and nursing, to name a few. As there are several advantages to a vocational training program, there are several disadvantages. Trade schools are not for everyone and it is important for a student to consider. Simmons (2023) highlights several reasons such as the limited career growth within the industry. It may be difficult to advance in a managerial position within the a construction company as the policy for promotions may include a college degree. A student may be trained in a specific skill but the trade may not offer many positions and therefore the student would need to acquire further training to seek another trade. Some of these skills may not be transferrable. For students that may need to seek financial assistance to pay for the vocational program, may find financial aid limited (Simmons, 2023). College students are able to receive grants or scholarships but not many are offered in the vocational training programs. The last disadvantage depends on the type of student. Vocational/trade schools are fast-tracked and require a rigorous schedule. This may be difficult for students that are not prepared for a fast-paced environment. This writer believes that developing a plan for a career early on is vital. Being prepared is benefical but flexibility is also key. A student will mature and career interests will fluctuate. It is a good start to present many options and techniques for career development within the schools. Supporting an education that provides the hands-on and academic knowledge in a typical school day could prove to be benefical for most students who may choose to go down the vocational training path. Reference:Brown, D. (2017). Career Information, Career Counseling & Career Development (11th ed.). Pearson Learning SolutionsSimmons, L. (2023). Ready to Start Your Jouney? Retrieved from: Roseella JRE: Vocational StudiesHello all, Vocational studies educate people to work as technicians, tradespeople, or artisans in specialized fields. Vocational studies may also be thought of as the kind of education that is provided to a person to provide them with the necessary skills to find meaningful employment or work for themselves. Students may find a quick and inexpensive route to well-paying professions through trade school. Cons of trade schools might include flexibility, financial aid, and limited career advancement. In the past, trade school has been stigmatized as the less desirable postsecondary option for students who were rejected from traditional colleges. However, there may be a variety of reasons to pick a vocational school over a typical four-year college, depending on your skills, interests, and professional objectives. Also referred to as “vocational training,” educational programs or courses concentrate on the abilities needed for a certain occupational function or trade. In contrast to traditional, unconnected academic disciplines, vocational training educates students for certain occupations (Liza et. al., 2015). Despite the well-known effects of vocational education (VET) on inequalities in labor market outcomes, such as job placement, salary, and access to full-time work, the gendered aspect of VET has received little attention in the literature on stratification (Liza et. al., 2015). Through several cross-national comparisons as well as more in-depth examinations of Canada, Norway, Germany, Australia, and Bulgaria, this book examines the institutional circumstances of gender segregation in VET from a comparative perspective (Liza et. al., 2015). The chapters include topics such vocational expectancies, gendered paths to practical areas of study, educational transitions, the feminization of jobs, and the connection between educational opportunity and choice structures (Liza et. al., 2015). The connection between institutional settings and the gender-typing of educational programs, and whether country-specific VET system features affect occupational results (Liza et. al., 2015). The book’s last chapter examines the influence of vocational education on gendered labor market inequality and is based on a large-scale comparative investigation on labor market entrance (Liza et. al., 2015). Accounting study is one of those vocational subjects taught at higher education institutes (Rachel, 2020). In Hong Kong, a survey was conducted, and practitioners who responded were asked for their opinions on the additional ethical components that should be included in our current ethics education as well as whether they agreed that having an accountant involved in ethics education could benefit accounting students (Rachel, 2020). Most respondents (N = 164) agreed that including an accountant’s involvement in ethics education may be beneficial for students (82.3%) (Rachel, 2020). In addition, age and gender do make a difference in their answers while their working location do not affect much of their answers. Practitioners voiced out that practical work experience, for example, internship is more important than knowledge learnt. The views from the responding vocational practitioners reveal that broader ethics elements of accounting education are expected to be included in our current curriculum. References Liza Reisel, Kristinn Hegna, & Christian Imdorf. (2015). Gender Segregation in Vocational Education: Vol. 1st edition. Emerald Group Publishing Limited. Rachel Wai-Yi Cheung. 2020. ?Ethics Study in Professional and Vocational Education: Voices fromPractitioners. ? International Journal of Humanities, Arts & Social Sciences 6 (2): 63?68. doi:10.20469/ijhss.6.20001-2.Roseella JRE: Career Development ProgramsPrograms for career development are intended to match an employee’s skills, requirements, and career objectives with present and future possibilities within a company. It is a strategy to position your personnel for achievement and long-term advancement inside your business (Brown, 2016). Knowledge-based, skills-based, entrepreneur-based, and freelancing job options are the four categories. Every type of professional path caters to a certain set of skills that aid in work performance (Brown, 2016). Career development allows individuals to discover who they are, what they like to do and what they do best. Many students are frustrated in school because they do not see the link between their courses and goals for the future. Career development programs are plans designed to match employees’ abilities needs and career goals to current and future opportunities within an organization. It is a way to set your employees up for success and long-term progression in your company. Career exploration encompasses the active reflection of personal interests, abilities, and values as well as the exploration of possibilities in the world of work (Borg & Ohlsson, 2010). As such, it is a crucial developmental task in adolescence which lays the foundation for informed career decision-making, self-determination, and achievement of vocational identity (Borg & Ohlsson, 2010). This book describes a longitudinal panel study with Swiss adolescents investigating antecedents of active career exploration and its effect on development of confidence (Borg & Ohlsson, 2010). The four predictors emotional stability, active goal orientation, capability beliefs and perceived social support were also examined and discussed. Furthermore, gender disparity in education and professional careers is well-researched in Western culture, including North America and Western European countries (Borg & Ohlsson, 2010). However, not much is known about factors related to gender affecting women’s education or career choices in Eastern culture (Borg & Ohlsson, 2010). This book presents a review and synthesis of the literature on women’s education and career development in Turkey (Borg & Ohlsson, 2010). Within discussions, comparisons are made to highlight similarities and differences of the factors affecting women’s career choices in Turkish and Western contexts (Borg & Ohlsson, 2010). A study which takes on a culturally sensitive approach is also included in this book to investigate the influence of learning values on approaches to learning of Malaysian Malay and Chinese adult learners who engaged with professional development programmed in higher education (Borg & Ohlsson, 2010). Other chapters discuss career development in public health, a review of the current research on successful internship programs and their establishment for professionals and managers in diverse occupations, specific ways of staffing project teams and managing career development of project managers, and approaches of constructivist philosophy which are offering promising possibilities for the construction of a new identity and a new narrative for career counselling in the 21st century (Borg & Ohlsson, 2010). References Borg, H., & Ohlsson, H. (2010). Career Development. Nova Science Publishers, Inc. Brown, D. (2016). Career information, career counseling, and career development.(11 ed.). Upper Saddle River, NJ: Pearson. Kathryn CRE: Career Development ProgramsClass- This article also discusses some of the biggest hurdles that graduates are facing:
