The New Learning Economy and the Rise of the Working Learner

Clark, Hope; Jassal, Parminder K.; Kyte, Sarah Blanchard; LeFebvre, Mary

doi:10.1002/9781119227793.ch4

Cited by 6 publications

(2 citation statements)

References 4 publications

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“…Although studying along job is a common practice in employees, the research on WSC has received very little attention in the organizational literature. Few studies conducted so far on WSC indicate that it engenders various detrimental outcomes at work like poor psychological health, job insecurity and high workload (Mounsey et al , 2013; Polidano and Zakirova, 2011; Clark et al , 2017). As the research efforts are not enough to understand the coping dynamics of studying professionals engaged in two conflicting roles (Chu et al , 2019) especially in workplace domain; therefore, it becomes imperative to know, how contextual support like supervisors extend help to such employees that seek to study along with their job.…”

Section: Introductionmentioning

confidence: 99%

Impact of work-study conflict on workplace outcomes: supervisor support for juggling many balls

Shahzad

Iqbal

Javed

et al. 2022

IJCMA

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Purpose Drawing on conservation of resource theory, this study aims to examine the impact of work-study conflict (WSC) on workplace outcomes (job performance, job satisfaction, burnout and turnover intention). The study also investigated whether these relationships were contingent on the level of supervisor support at the workplace. Design/methodology/approach Survey data were collected in two-time lags from 752 studying professionals (non-traditional students) through a convenient sampling technique. Findings Results showed that WSC enhances burnout and turnover intention but has no significant direct relationship with job performance and job satisfaction. It was also found that the relationships between WSC and workplace outcomes, i.e. job performance, job satisfaction and burnout were conditional on the level of supervisor support. Originality/value The research contributes to WSC literature by being the first to empirically investigate the direct and interactive effects of WSC and supervisor support on important workplace outcomes of those adults who were primarily working and then decided to study further for career development rather than on full-time students.

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Section: Introductionmentioning

confidence: 99%

Impact of work-study conflict on workplace outcomes: supervisor support for juggling many balls

Shahzad

Iqbal

Javed

et al. 2022

IJCMA

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“…-"the extent to which graduates are perceived to possess the attitudes and attributes that make them prepared or ready for success in the work environment" (Caballero and Walker, 2010); -"A 'work ready' individual possesses the foundational skills needed to be minimally qualified for a specific occupation as determined through a job analysis or occupational profile" (Clark et al, 2013); -"a complex of generic attributes that allow graduates to apply their technical knowledge to problem-identification and problem-solving once they join the workforce" (Jollands et al, 2012); -"enhanced capacity to ensure employment" (Glover et al, 2002); -"component of the 'graduate-ness' (the effect on knowledge, skills and attitudes of having undertaken an undergraduate degree) of a student who has a sense of 'self-directedness,' or an ability to recognise one's 'personal agency' in obtaining and keeping employment" (Coetzee, 2012).…”

Section: Introductionmentioning

confidence: 99%

Self-perceived employability and implications for learning design: An exploratory case study

Paviotti

2020

Education Sciences and Society

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This work explores the concepts of work readiness and self-perceived employability, addressing contextually the perceptions from third-year bachelor students enrolled in the degree of Cultural Heritage and Tourism at the University of Macerata in academic year 2018-2019. The research aim was to identify perceptions of undergraduates in terms of skills and employability potential to design effective teaching interventions. Following literature review, the paper describes collected data and discusses around key research questions, related to (a) perception the world of work; (b) assessment of possessed skills; (c) estimation of employment possibilities; (d) perception of preparation to the labour market. Results show a gap between perceptions of the labour market and possessed skills, a medium-low self-perceived employability, and a low engagement in career development activities, where, to the other hand, perceived preparation provided by the university is declared as medium-high. Conclusions highlight the need of further work to better understand the implications of results for effective learning design.

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Work-Based Learning and Wellbeing

Watson

Tregaskis

2021

Handbook on Management and Employment Practices

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The New Learning Economy and the Rise of the Working Learner

Cited by 6 publications

References 4 publications

Impact of work-study conflict on workplace outcomes: supervisor support for juggling many balls

Impact of work-study conflict on workplace outcomes: supervisor support for juggling many balls

Self-perceived employability and implications for learning design: An exploratory case study

Work-Based Learning and Wellbeing

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