Employability: review and research prospects

Guilbert, Laure; Bernaud, Jean‐Luc; Gouvernet, Brice; Rossier, Jérôme

doi:10.1007/s10775-015-9288-4

Cited by 150 publications

(129 citation statements)

References 62 publications

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“…Employability can be defined as “the possibility of accessing a suitable job or of remaining employed in a social, economic, cultural, and technological context. This possibility results from interactions between the individual, organizational strategies, and governmental and educational policies” (Guilbert, Bernaud, Gouvernet, & Rossier, , p. 79). Wittekind, Raeder, and Grote () noted that employability does not concern only unemployed people but also employed people without job security.…”

mentioning

confidence: 99%

Relationship Between Perceived Organizational Support, Proactive Personality, and Perceived Employability in Workers Over 50

Guilbert

Carrein

Guénolé

et al. 2018

Journal of Employment Couns

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This article examines the relationship between perceived organizational support, proactive personality, and perceived employability in a sample of workers over 50. An online questionnaire assessing these variables were filled by 213 employees. Results confirmed that individual dispositions have a significant impact on perceived employability but also indicated that organizational context may have a greater impact on employability. The implications of the findings are discussed, and suggestions are offered for future research on employability.

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mentioning

confidence: 99%

Relationship Between Perceived Organizational Support, Proactive Personality, and Perceived Employability in Workers Over 50

Guilbert

Carrein

Guénolé

et al. 2018

Journal of Employment Couns

Self Cite

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“…Therefore, interest shifts to society, since implementing the educational, social and vocational inclusion of individuals with disabilities requires joint efforts, awareness, care and acceptance (Frey, Balzer, & Ruppert, 2014;Ronald, 2014;Guilbert, Bernaud, Gouvernet, & Rossier, 2014). If the European Union's 2010-2020 strategy for disability is based on the principle "Nothing for the Disabled without the Disabled", society itself has to remove any stigma and become a pioneer in the struggle to demand equal opportunities for all its members to lead independent lives.…”

Section: Discussionmentioning

confidence: 99%

“…This literature review has revealed that, among other things, adults with disabilities are a ghost-problem for every society. A society that would confine adults with disabilities to their homes, day centers, hospitals or institutions does not show respect to its members' individuality and that leads to the creation of social inequalities (Frey et al, 2014;Ronald, 2014;Guilbert et al, 2014). Some steps might be opportunities for participation in a variety of vocational programs, enrichment of vocational programs with social and life skills, vocational counseling and guidance of youth with ASD, opportunities for continuous development of working skills along with INSET and counseling, financial support to employees and a consistent policy towards vocational inclusion.…”

Section: Discussionmentioning

confidence: 99%

Review on Vocational Training and Employment of Individuals with Autism Spectrum Disorder

Delli¹,

Alexiou²,

Karampilia³

2016

JEDP

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Organizations have developed programs for the vocational training of adults with Autism Spectrum Disorder (ASD). Some programs reflect trends in the labor market. The interest of policy planning is focused on social perceptions and successful social and vocational inclusion.Aim is the review of programs for vocational training and education-to-employment transition for adults with ASD and the provision of a critical evaluation of their results.The study entailed a review of the relevant literature, starting from the 1980s, since before that time there had been no systematic state provision of vocational training. The inclusion criteria for the study were: (a) the sample included adults diagnosed with ASD, (b) the programs included interventions for vocational training and inclusion, models for teaching vocational and social skills in the context of supported employment.Study revealed interesting findings related to vocational training and the inclusion prospects for adolescents and adults with ASD, which could further influence social protection planning and support measures for them. It showed that educational policy in the last ten years has included the vocational training and inclusion of individuals with ASD and, therefore, more flexible programs and alternative forms of independent living are being developed for them.Social mentality plays significant role for the social and vocational inclusion of adults with ASD. Some steps might be opportunities for participation in vocational programs, their enrichment, vocational counseling and guidance, opportunities for continuous development of working skills along with INSET and counseling, financial support to employees and a consistent policy towards vocational inclusion.

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“…By directly connecting education with the labor market, the theory of human capital began, in the 1970s, to revive the issue of "employability," which was first discussed in the beginning of the twentieth century [Guilbert et al, 2016;Gazier, 1998]. In this early moment, researchers and administrators were most interested in the cumulative impact of education upon employment.…”

Section: Shifts In the Understanding Of Human Capital During The Secomentioning

confidence: 99%

Generic and Specific Skills as Components of Human Capital: New Challenges for Education Theory and Practice

Kuzminov

Sorokin

Froumin

2019

Foresight and STI Governance

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H uman capital theory in recent decades has become the basis for educational policy in many developed countries. Expert discussions, however, often undervalue research findings and developments related to this theory that since the 1970s have consistently enriched understanding of how human capital contributes to personal well-being and socioeconomic development of society as a whole. Educational policy lags behind these elaborations, which leads to a decline in the impact of education upon development worldwide. In the 21st century, fundamentally new trends in socioeconomic dynamics pose unprecedented challenges for educational systems around the world, including Russia. Despite the quantitative growth of money and time spent on education, performance per unit of education costs has fallen. The human potential, created by education, is facing more and more difficulties in its capitalization: economic growth is slowing down at both at the country level and globally. This situation brings to life new attempts to claim insignificance of education for economic growth and for individual success. So far, these attempts have not been very influential in educational policy, but in many countries, such arguments already serve as a backdrop for budget decisions that are detrimental for education. Educational systems need to complement practices that contribute to the development of human capital. In this regard, several theoretical elaborations that have not yet became part of the mainstream discussion on human capital, could be helpful for understanding the role of human capital in socioeconomic progress and possible ways to improve it in the short and long term.

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Employability: review and research prospects

Cited by 150 publications

References 62 publications

Relationship Between Perceived Organizational Support, Proactive Personality, and Perceived Employability in Workers Over 50

Relationship Between Perceived Organizational Support, Proactive Personality, and Perceived Employability in Workers Over 50

Review on Vocational Training and Employment of Individuals with Autism Spectrum Disorder

Generic and Specific Skills as Components of Human Capital: New Challenges for Education Theory and Practice

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