以金融危机为契机：提高文科师范类大学生就业的对策思考

在此次金融危机的大背景下,重新审视大学生特别是文科师范类大学生面临的就业难问题。分析了我国文科师范类大学生出现就业困难的几个原因,并根据这些主客观原因提出了一系列解决措施。加强文科师范类大学生教学实习和第二专业学习以及培育新的就业理念是有效脱摆文科师范类大学生就业难的局面的正确措施。     

新时代大学生返乡就业的困境与继续教育对策

在新时代背景下,大学生返乡就业能够激发农村各项事业的创新活力并缓解大学生群体的就业压力,推动农村经济长远发展。乡村振兴战略实施至今,大学生返乡就业工作出现许多问题,大学生陷入就业困境。高校正在尝试通过强化继续教育等措施提升学生在人才市场中的竞争力,引导大学生走出返乡就业困境。简述新时代大学生返乡就业的意义及影响大学生返乡就业的因素,并结合实际探究新时代大学生返乡就业面临的困境,从继续教育角度提出引导大学生走出困境的方法,为强化大学生返乡就业信心、提升大学生的就业竞争力提供可行建议。     

The Contribution of Completing Degree Studies to Teachers' Professional Development in Israel

This study examined an empirical model for predicting reported contribution of continuing education for teachers returning to college to complete academic degrees. Predictor variables included motives to resume degree studies, reasons for course selection and satisfaction with studies. Data are reported from 124 certified teachers enrolled in BEd degree programmes at an Israeli teachers college. The level of teachers' satisfaction could directly predict the degree to which they felt studies had contributed to their professional development. Reasons for course selection were indirectly related to contribution through their effect on satisfaction, whereas motives to study were not statistically related to other variables.     

'You Need a Qualification for Everything these Days.' The impact of work,welfare and disaffection upon the aspirations of access to Higher Education students

This article examines the perceptions held by mature students on an Access to Higher Education programme at an inner-city college as to the social, cultural and economic significance of the qualifications they hoped to gain. Emphasising the critical potential of the students' voices, this ethnography depicts them mining their biographies in order to neutralise the educational site and imbue their Access projects with value sufficient to sustain them in taking the fraught step of returning to education. The voices of the group are saturated by tensions deriving from their experiences as disaffected workers on the peripheries of the labour market and their investment in further and higher education as the preferred means by which to escape social marginalisation and welfare dependence. Their motives and aspirations reveal a lived critique of the iconic notions of widening participation and social ex/inclusion in which contemporary post-compulsory education rhetoric is embedded.     

新疆高师少数民族女大学生就业难原因及对策研究

自1997年全国高校扩招,大学生就业形势越来越严峻,其中少数民族女大学毕业生作为新疆优秀劳动力资源,此问题尤为突出。为了更好地促进少数民族女大学生顺利就业,文章从社会因素和女大学生自身因素等内外两大方面对高师少数民族女大学生就业难的原因做了深层次分析,以探索出比较理想的培养少数民族女大学生就业的途径和方法,在建设和谐社会的今天显得尤为重要。     

大学生就业难原因分析及应对策略

大学毕业生就业难已是人才培养过程中遇到的一个严峻问题。随着全球经济形势的恶化,毕业生就业状况将出现新的更大的困难。从调研目前我国大学生就业现状入手,剖析了导致目前大学生就业困难的原因,分析大学生就业过程中存在的问题,探讨一些的应对策略,以期为相关职能部门做好当前大学生就业工作提供一些参考。     

2009届工程机械专业毕业生就业状况调查及分析——以湖北交通职业技术学院为例

通过对湖北交通职业技术学院工程机械专业2009届毕业生就业状况的统计和分析,在毕业生在就业过程中对就业形势、毕业后的选择、毕业后选择就业的主要原因、就业考虑的主要因素、求职中困扰学生的主要因素、认为工作难找的原因、期待工作的地点、当前毕业生就业中存在的主要问题、用人单位最看重毕业生哪个方面和对就业指导学生的要求等十个方面对毕业生进行调查和分析,分析结果可以为毕业生就业提供参考。     

大学生就业难的成因及职业指导方法

本文针对大学生就业难的问题,从大学生就业的整体形势、大学生就业难的主观原因、客观原因等3方面进行了分析,提出了方向性的指导,阐述了职业指导对大学生就业的重要意义。     

浅析高校辅导员如何引导学生调适就业心理

总劳动力富余,专业技术人才缺口大与现实生活中作为高素质人才的大学生就业难的矛盾,使大学生在就业时产生诸多的心理问题。分析就业心理,重视辅导员在毕业生就业过程中的地位和影响以及探讨辅导员如何引导学生树立正确的择业观,很好的调适就业心理,已经成为了一个值得大家研究和关注的课题。     

大学生返乡创业影响因素实证研究

大学生返乡创业是拓宽大学生就业的有效渠道,引导和鼓励大学毕业生返乡创业,对于缓解当前就业压力、助力乡村振兴具有重要意义。目前,大学生自主创业中存在返乡创业及涉农比例低、淘汰率高的"两低一高"现实挑战,成效不明显。通过对浙江省8所本专科高校的1443名在校大学生的实证调查,探讨个体因素、教育因素、政策因素和环境因素等四个维度分别对大学生返乡创业的影响,提出要注重大学生返乡创业意识与能力培养,不断完善大学生返乡创业配套政策,进一步健全大学生创新创业教育体系,营造良好创业支持环境等针对性举措,以求促进大学生积极返乡创业,将创业设想变为现实,为打造大学生返乡创业模式提供"浙江方案"。     

加强高职生心理健康教育工作的对策

目前高职生中出现的心理健康问题越来越突出,主要表现为心理适应障碍、人际交往困难及自我认识障碍。产生原因主要有家庭原因、社会原因、学校教育原因及就业压力等,应采取多种有效方法解决。     

高职毕业生就业手续办理常见问题分析与指导

随着社会主义市场经济的发展,国家对高校特别是高职毕业生的就业政策更加灵活多样,这对具体指导毕业生就业工作的人员也提出了更高的要求,要及时针对毕业生就业面临的新问题进行分析指导.本文重点就高职毕业生就业过程中,就业手续办理方面经常遇到的一些困难和问题进行了归类和原因分析,总结提出了一些实际操作中相对科学有效的解决方案,加强对毕业生的指导.     

精准扶贫视角下贫困大学生就业帮扶研究

贫困大学生是我国就业大军中的特殊弱势群体,因为社会就业环境的影响、高校就业教育指导不到位、家庭经济困难的制约以及自身综合素质的欠缺,使得他们陷入重重就业困境。切实解决好贫困大学生的就业问题是全面打赢脱贫攻坚战的必然要求,需要政府、高校、社会和贫困大学生个人共同努力,构建四位一体的贫困大学生就业帮扶复合路径。     

Teachers’ motives for learning in networks: costs,rewards and community interest

Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.

Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?

Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.

Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.

Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers.     

Graduate teaching assistants: motives,difficulties and professional interactions and their relationship to perceived benefits

ABSTRACT

Graduate students play a major role in teaching in higher education, particularly in undergraduate programs. The purpose of the present study was two-fold: first, to identify graduate students’ motives for working as graduate teaching assistants (GTAs), describe some aspects of their work, and ascertain their perceived benefits; second, to predict GTAs’ benefits as a function of their individual background characteristics, motives, job difficulties, and richness of professional interactions with the course instructor. Data were collected from 189 GTAs who led discussion groups at a large research university in Israel by means of an internet questionnaire. Findings revealed that graduate students accepted the position of GTA mainly for extrinsic reasons, such as salary and convenience. They claimed to have faced few difficulties and that their professional interactions with the course instructors focused more on job responsibilities and less on pedagogical issues. They reported having gained a greater understanding of course content and improved teaching skills due to their experience as GTAs. Richness of contact with the course instructor, motives, difficulties, and faculty match significantly contributed to predicting perceived benefits. The implications of the results are discussed.     

高职院校辅导员就业指导工作的困境与出路--基于社会信息加工理论的视角

以社会信息加工理论为理论基础,采用文献法、逻辑分析法、实地调研等方法,分析高职院校辅导员就业指导工作面临的困境,探寻辅导员就业指导工作提质增效的路径。研究表明,高职院校辅导员就业指导工作面临着诸多困境:辅导员对工作环境的不同解读导致其产生不同的态度和行为;辅导员面对复杂的社会环境及信息,信息处理过程影响其就业指导工作的实效性;就业指导团队成员在互动交流过程欠缺包容性氛围。提出高职院校辅导员就业指导工作困境的化解之道:建立良好的辅导员工作环境,创建辅导员工作保障机制,促进辅导员就业指导能力稳步提升;激励辅导员掌握学生就业相关的信息,激发就业指导的职责意识;高职院校建立包容性的就业指导团队,提高整体绩效水平。     

女大学生就业问题的法律思考

女大学生就业环境差、就业难、待遇不平等、遭遇用人单位歧视等问题是我们应该正确面对和理智思考的现实问题。产生这些问题的原因是错综复杂的,有女大学生自身的因素、用人单位的经济指标、学校的教育科目设置和就业指导、社会相关部门的监督、监管、国家法律法规的完善和健全等。分析各种现象和原因,有助于解决实际中的困难和难题。     

大学生就业困难的原因分析及指导对策

近年来,伴随着各大高校招生规模的不断扩大,高等教育已经由精英教育转向大众教育,高校毕业生的人数逐年增长,就业形势日趋严峻,大学生就业困难的问题已成为全社会普遍关注的热点问题。引发大学生就业困难的原因较多,需要政府、高校、大学生三方共同努力,逐步提高大学生的就业率。     

浅析金融危机背景下的大学生就业问题

2008年以来,以美国次贷危机为导火索的国际金融危机迅速蔓延,到2010年,国际经济形势仍然不是十分明朗。尽管中国在应对金融危机方面取得了一定的进展,但是当前的大趋势仍然对我们国家的大学生就业工作提出了严峻的考验。在此形势下,我国大学生就业工作面临前所未有的困难,本文试图通过对当前大学生就业困难的一些分析研究,探索应对大学生就业困境的对策。     

大学生就业观念和求职意向调查分析——以湖南人文科技学院为例

大学生就业难既有社会的原因,也和大学生本人的就业观念和求职意向密切相关。调查结果表明,大学生在就业观念方面还存在脱离现实、期望值过高、忽视社会需要的问题,在求职意向方面存在就业起始薪酬预期偏高、就业方向过于集中等问题。就业指导工作应该加强全程性和个性化就业指导,引导大学生全面提升其综合素质,转变就业观念,不断拓展就业渠道和形式。