社会资本、人力资本与大学生就业绩效的关系研究

社会资本、人力资本对就业绩效的影响已经引起社会的广泛关注。大学生人力资本和社会资本概念的厘清为大学生就业绩效的提升奠定了理论基础。社会资本是就业过程中的一个重要工具,有助于提高就业绩效;人力资本对毕业生选择工作以及以后工作后的收入、权利和地位的获得起重要作用,在持续绩效水平高低中起决定性作用：社会资本和人力资本在大学生就业绩效中起着相辅相成的作用。     

Perspectives on human and social capital theories and the role of education: An approach from Mediterranean thought

Current discussions about education suggest that a transformative pedagogy that goes beyond the acquisition of knowledge and skills is needed. However, there is no agreement as to the inputs needed for a correct development of the educational model. In this sense, we can identify the presence of two different approaches to human and social capital which embody distinct educational worldviews. On the one hand, the ‘Marketable Human Capital’ or ‘Personal Culture’ approach, and on the other hand, the ‘Non-Marketable Human Capital’ or ‘Civic Culture’ approach. The first, which is linked to mainstream economic theory, sees education as any stock of knowledge that contributes to an improvement in the productivity of the worker and individual well-being. The second, which is rooted in the Mediterranean tradition of political thought, highlights the role of civic virtues, reciprocity, and public action within the educational process and its influence on public happiness. In this article, we analyse these connections in order to introduce the eighteenth-century Mediterranean tradition of economic thought into discussions about human and social capital theories and the role of education in them. Focusing on education through these prisms, national and international agendas must be reoriented towards the integral development of people to include broader global debates.     

Direct and indirect effects of education on job satisfaction: A structural equation model for the Spanish case

Empirical literature has traditionally analyzed the effect of education on job satisfaction with single-equation models that ignore interrelationships between theoretical explanatory variables. Their results are somewhat inconclusive. We propose estimating a structural equation model to obtain both the direct effects and the set of indirect effects. Analysis of these effects allows us to explain the apparent contradictions that have existed to date, and to improve knowledge of the economic value of education. The proposed model shows that people with higher levels of formal education are more satisfied with their jobs, because they are more likely to access jobs with characteristics that provide greater satisfaction.     

Personality traits and general intelligence as predictors of academic performance: A structural equation modelling approach

The aim of the present study was to investigate the extent to which personality traits, after controlling for general intelligence, predict academic performance in different school subjects. Upper secondary school students in Sweden (N = 315) completed the Wonderlic IQ test (Wonderlic, 1992) and the IPIP-NEO-PI test (Goldberg, 1999). A series of hierarchical structural equation models showed that general intelligence, Conscientiousness, Extraversion and Neuroticism were significantly linked to overall academic performance. There were also different findings for a lower level of personality traits, e.g. different personality traits were associated with different subjects. The findings are discussed with regard to previous results on personality traits as determinants of academic performance in different school subjects and the fact that lower level traits may facilitate achievement in particular subjects.     

创新型人力资本投资现状及其优化路径：以广东省为例

人力资源是一种稀缺的生产要素和发展经济的关键因素,是生产效率提高和现代经济增长的重要源泉。人力资本素质的高低与该地区经济的增长有着密切的关系,并且是一个互动的过程。广东省作为我国工业化的典型代表,现有人力资源配置型开发优势已经相对明显减弱,广东省劳动力文化技术水平偏低不能适应产业结构的升级需要的矛盾正在日益显露出来,这种矛盾在市场经济的深入发展和入世后带来的冲击条件下越来越突出。因此,本文从创新型人力资本的研究视点出发,以广东省为研究对象,运用相关统计数据,分析人力资本投资现状和投资效益,针对性地提出人力资本投资存在的问题及相应的优化路径：优先发展教育事业;发挥政府主导作用,提高人力资本投资水平;深化体制改革,优化人力资本配置效率;加快经济发展,发挥市场作为资源配置的基础性作用。     

The educational trajectory of Newly Arrived Migrant Students: Insights from a structural analysis of cultural capital

ABSTRACT

Background: The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system.

Purpose: We sought to study how elements that are associated with cultural capital – namely a sense of entitlement and strategic knowledge – have relevance to NAMS’ educational trajectories. In studying the process of how cultural capital relates to educational careers, this study argues for a general shift from a resource-focused approach towards a strategy-focused approach to cultural capital.

Sample: We collected data from 33 NAMS from six secondary schools in a city in Flanders (the Dutch-speaking part of Belgium). A maximum difference approach was used: this allowed comparison of NAMS who followed the most academic track (general track) and the least academic track (vocational track) in secondary education in Flanders.

Design and methods: We undertook 33 in-depth biographical interviews during which the NAMS reconstructed their educational trajectories. Data were analysed qualitatively. We used structural approach analysis to identify each narrative’s core structure. These structured fragments were then thematically coded.

Results: Within the categories ‘a sense of entitlement’ and ‘strategic knowledge of the education system’, the analysis detected differences in strategies of action between pupils in the general track and in the vocational track.

Conclusion: The findings offer insights that could support the development of better strategies to guide and support NAMS in education. As NAMS’ integration in the educational system appears to be a stretched and slow process of orientation, studying their trajectory has the potential to deepen our understanding of known mechanisms of the reproduction of inequalities in education.     

Cultural capital and intellectual ability as predictors of scholastic achievement: a study of Slovenian secondary school students

Cultural capital, originally a general sociological concept, has been transformed into a construct that is often applied in predicting scholastic attainment. Intellectual ability (IQ) has also been proven to be a strong, although basically psychological, predictor of educational attainment. However, these strands of research have hardly been contrasted in terms of their predictive power and in terms of their potential interaction. In the current study of Slovenian secondary school students, the results indicated that both constructs had statistically significant predictive power, both as to attainment and as to transition into type of secondary education. Results also indicated that: both constructs were fairly robust, as their predictive power remained statistically significant even after control variables were entered into the model; and they operated independently as results indicated no interaction between these constructs. The ‘return’ on cultural capital was greater for students whose parents had lower educational status.     

A social justice alternative for framing post-compulsory education: a human development perspective of VET in times of economic dominance

The article provides an alternative theoretical framework for evaluating contemporary issues facing education, specifically vocational education and training (VET) in Europe. In order to accomplish this, it draws on the theoretical insights of the capability approach in the work of Amartya Sen; the concept of vulnerability as intrinsic to every human being, established by Fineman and Grear; and the concept of oppression advanced by Iris Marion Young. By developing the core concepts of each of these theories, the paper presents a human-based evaluative tool for education and argues that a fundamental misconception has arisen as to the purpose of post-compulsory education, a misconception generated by the wholesale application of the language of skills and productivity to the field of education, thus relinquishing its role to purely economic interests. The social justice framework presented herein aims to present a possible alternative approach to discuss and evaluate VET, in which humanistic concepts such as the recognition of human vulnerability and agency are central to the debate.     

A Bourdieusian perspective on becoming and being a postgraduate supervisor: the role of capital

The objective of this paper is to map the role of capital in the process of learning to become a postgraduate supervisor. Economic, technological and geopolitical changes in higher education call into question previous assumptions about supervision. Supervision is no longer primarily seen as an intellectual and social enterprise but is increasingly seen as professional work, where one's capital (or lack of) shapes the process of being and becoming a supervisor. It is frequently assumed that the students are the only ones learning in a supervisory relationship. Novice supervisors are, however, often left to their own devices to discover or learn the inherent rules, epistemologies and ontologies in becoming and being supervisors through a process of compromise and negotiation. In this article, we specifically focus on the need for novice supervisors to understand and navigate the field, and plot their career trajectories, as a constant exchange of different aspects of capital. This article is conceptual, rather than empirical. We suggest that it may be helpful to understand the field of supervision in a Bourdieusian sense, with specific reference to the role of (academic) capital in the formative processes of becoming and being a supervisor. We discuss social capital, gender and race, age, values, beliefs and experiences, as well as linguistic abilities, as factors influencing the individual habitus of the supervisor in relation to the doxa of the field.     

The Impact of Farmer Field Schools on Human and Social Capital: A Case Study from Ghana

Abstract

Based on a case study of Ghanaian cocoa farmers who attended farmer field schools (FFS), this paper explores the impact of the FFS methodology on farmers’ technical knowledge, experimentation, knowledge diffusion, group formation and social skills as a way of assessing whether the relatively high costs associated with the method is justified. We carried out focus group discussions for exploratory purposes and a formal survey of 70 FFS graduates and 70 non-FFS farmers. The superior knowledge test scores of FFS graduates relative to non-FFS farmers demonstrates the effectiveness of the method for communicating complex knowledge and information to farmers in a way that allows them to understand it and retain it. An assessment of changes in farmers’ experimental capacity showed variable results. On the one hand, a significant proportion of FFS graduates applied some of the principles and practices learned to solve productivity problems with other crops, while others did not perceive any change in their experimentation behaviour. Significantly, an important skill farmers learned in the FFS was making observations on cocoa trees and the wider ecosystem as the basis for decision-making. The case study confirmed that FFS strengthened social cohesion among cocoa farmers and enhanced individual social skills by creating new networks for knowledge exchange and support, promoting group formation and improving farmers’ confidence and ability to work more effectively in groups. The paper concludes by recommending areas for improving FFS and highlights how strengthening human and social capital in cocoa growing communities can serve as a springboard for broader development activities.     

Disconnecting knowledge and understanding from human values: a critique of National Curriculum development

This research was prompted by the developing political discourse proposing the teaching of Britishness and British values in the context of the United Kingdom. This discourse will be reviewed in the first part of the article, in the context of previous work which has sought to assess how Britishness and related concepts might be promoted through education. The second part will be based on questionnaire responses from a sample of students following post-graduate initial teacher training programmes in a number of higher education partnerships. It indicates that, while political discourse and educational policy have sensitised trainee teachers to the agenda, there remains a deep uncertainty and misgiving about this as an educational objective.     

Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features

This paper reports a systematic literature review examining empirical studies on the effects of peer assessment for learning. Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole. This makes peer assessment an interpersonal and interactional process. Using this social perspective in order to study learning effects, we focus on the impact of the structural arrangement of peer assessment on learning, and the influence of interpersonal variables.The literature search, focusing on empirical studies measuring learning outcomes in a peer assessment setting, resulted in 15 studies conducted since 1990 dealing with effects (performance or perceived learning gains) of peer assessment. Our analysis reveals that, although peer assessment is a social process, interpersonal variables have hardly been studied; more specifically, they were measured in only 4 out of 15 studies. Moreover, they are not used to explain learning gains resulting from peer assessment. Finally, comparing the studies with respect to structural features reveals that, although the differences between the studies are significant, there seems to be no relation with the occurrence of learning benefits. The results of this review seem to indicate that research on peer assessment from a social perspective is still in its infancy and deserves more attention.     

话语变迁与概念重塑——从文体角度考察《中庸》升格

《中庸》升格是一场以概念重塑为实质的思想运动。从唐到宋,《中庸》的言说文体依次经历了汉唐注疏体、唐宋论说文、宋人笔记体三种主要类型。汉唐注疏体以"礼"为统,随文释义,不能自由言说概念;唐宋论说文可以自由言说概念,但在经世致用倾向影响下,其话语特征以命题为中心,对概念辨析形成牵制;宋人笔记体为概念重塑提供了最自由且最恰当的话语载体,《中庸》的独特思想价值遂得以凸显。此后,宋代《中庸》言说史呈现出注疏体、论说文、笔记体互补发展的局面,三者的话语特征也在交融中不断变化。从文体角度考察文本、命题、概念,或可成为唐宋思想史研究的新路径。     

“大思政”视野下专业教师任班导师工作研究——以福建工程学院为例

在知识更新空前迅速,信息传播瞬息万变的新形势下,面对一群充满活力,具有强烈的创新精神、时代精神和自我意识的大学生,专职思政干部由于自身专业“短板”原因,在从事学生思想政治教育过程中遇到的困难和挑战日益突出。专业教师担任低年级本科生班导师,发挥专业教师优势,通过参与大学生职业生涯规划、学科竞赛指导、学风建设、专业素养拓展以及日常管理等工作,融入学生中间,在教育、活动过程中成为大学生思想的引领者、学业和就业的指导者,有利于密切师生关系,提高思政教育工作成效。     

“It’s worth it”1 practitioner research as a tool of professional learning: starting points,conclusions and benefits from the perspective of teacher-students

ABSTRACT

The current study focuses on the concept PPS-PR (Personalized Professionalization in Pedagogical Fields through Practitioner Research), an approach that integrates practitioner research projects during internships. A central aim is to encourage teacher students´ professional learning (Bachelor of Primary Education). 312 Austrian teacher students carried out practitioner research projects and were invited to participate in an online survey at the end of the semester. The results show that the majority of respondents choose research topics predominantly related to the fields of methodical competences (e.g. classroom management strategies) and report consistent conclusions and long term benefits. The findings indicate that professional learning of teacher students can be supported by the PPS-PR concept. Therefore, practitioner research can be seen as a tool for developing competences that are stable and can furthermore be transferred to other situational contexts.     

Science, science education and their discontents: a response to commentaries on the paper, Portrait of a Science Teacher as a Bricoleur: A case study from India

In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting participants as researchers. I argue that researchers should work actively for progressive change in discursive fields such as educational research, in which they are firmly embedded rather than playing an interventionist role in field settings where their discursive positionality maybe temporary and not that rooted. Regarding the critique of science and science education, my response favors a perspective wherein an understanding of the marginalization and oppression of non-western communities caused by western science and science education is counterbalanced by an appreciation of the ways in which marginalized communities can use science and science education for affecting progressive change. Lastly, I recognize the value of co-opting participants in writing and communication of research.