Entering the occupational category of ‘Farmer’: new pathways through professional agricultural education in Ireland

Purpose: Understand the emergence of new potential career trajectories in the liberalised Irish dairy farming sector through analysis of the narratives of students of a Professional Diploma in Dairy Farm Management

Design/methodology/approach: A review of the literature highlights that entry to a working life in agriculture has been characterised by protracted farm succession processes; a strong association between being a farmer and owning land in the family name; lingering male identities esteeming manual labour; and a pragmatic need at farm level for manual work. The abolition of milk quota in 2015 was predicted to catalyse expansion of production on dairy farms with an increase in milk production; accompanied by a demand for qualified personnel. The BNIM method was employed.

Findings: Results confirm that agricultural education is perceived and experienced as offering new pathways for young farmers to enter the occupational category of ‘farmer’, helping to manoeuvre around the constraints of non-inheritance. The students’ narratives evidenced managerial identities, being strongly influenced by encountering management approaches through their agricultural education. All students desired to eventually own a farm someday and to be to employed as a professional dairy farm manager was a perceived as an intermediary goal.

Practical implication: Discontinuation of the traditional family farming model based on family farm/land ownership is not imminent even among a cohort qualified to become employed dairy farm managers.

Theoretical implication: This paper contributes to theoretical framework which highlights the shift in farmer masculine identity and the career trajectory of graduates of specialised agricultural education programmes.     

聋人大学生职业生涯辅导探析

职业生涯辅导在我国的高等特殊教育中具有独特的价值。本文从促进聋人大学生职业成长和终身发展的视角,分析了聋人大学生职业生涯辅导的缺失与问题,探讨了聋人大学生的心理特点及对其职业生涯发展的消极影响,提出了对聋人大学生进行科学职业生涯辅导的内容、方法和途径。     

Creating a distinctive business career outcome programme

This article describes how a small private business school, accredited by the Association to Advance Collegiate Schools of Business, reengineered its career services programme to become a premier programme in the United States. Drawing on theory of involvement, the research gives business schools a strategy to improve business career placement through capital support, student engagement, corporate engagement, alumni engagement, faculty engagement and continuous improvement initiatives. Further, two major outcome categories (i.e. supportive outcomes and end outcomes) are identified and various measures are discussed. Supportive outcomes indicate growth in the number of on-campus business recruiting career events, high internship evaluations by internship supervisors and significant increase in students’ satisfaction with career services. End outcomes provide strong evidence for placement rate success with a 98% career placement rate for the past four years, significant increase on mean starting salaries of graduates across the years following the implementation of the strategic changes, improved quality of positions attained by graduates, and professional success of alumni in their positions. The impact of strategic changes on school ranking, enrolment and donor support are also discussed. The research proposes a model of student career success and identifies various elements influencing the success of such programmes.     

天光云影共徘徊——申跃中创作命运思考(上)

申跃中几十年起伏多变的创作命运,始终没有离开过中国当代这一特定历史时期时代因素的缠绕。这一因素既把他涌向潮头,也把他推向低谷,使他与时代、与社会结下了永远的不解之缘。在这一过程中,作家对创作道路的自觉选择和对艺术境界的自觉追求对创作命运具有重要意义,时代感召和主体抉择的共同作用,使作家走上了一条成功之路。     

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia

This exploratory study aims to identify the core competencies necessary to successfully advance the careers of female associate professors in higher education. To ascertain these core career competencies, a critical incident interview technique was employed. One-to-one semi-structured interviews with six female full professors at a major research university in the Midwestern region of the United States were conducted. Based on participants’ career advancement experiences, the following competencies were identified: (1) making important connections, (2) fulfilling responsibilities in academia, (3) being politically savvy, (4) managing personal and professional obligations, (5) developing a sense of self-agency for one’s career, and (6) believing in one’s self in the work environment. The action-oriented findings of this research, rather than skill-based, can be easily adapted by faculty and institutions, both domestically and internationally, to improve current practices. These findings offer a unique contribution for improving the research and practice of career development among female faculty in higher education.     

Tracing unique trajectories of participation for a ‘girl with ADHD’: from ‘unwilling student’ to ‘agentive learner’

ABSTRACT

The overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust.     

成人高校学生职业指导工作探析

在人们关注大学生就业及职业生涯发展的今天,成人高校学生作为高等教育的特殊群体,他们的就业及职业发展问题尚未引起足够的重视。本文从成人高校学生的特殊性出发,尝试分析了成人高校职业指导的特点、实施的原则及其意义所在。     

面向就业的美国职业群课程模式探析

美国职业群课程模式以经济发展和就业需求为本，旨在培养学生的就业弹性和职业适应能力。实现其终身职业生涯发展。它以职业群分类和职业途径为依据，构建有序的课程体系。在实施过程中注重为学生制定系统的学习计划、加强职业指导服务和广泛建立合作伙伴，并逐渐开展了基于职业技能标准的课程评估。当前，职业群课程模式在联邦和州政府的管理和支持下得到了普及和推广，但也存在一些亟待克服的困难和问题。     

基于就业能力的大学生生涯规划教育探析

高等教育的大众化进程中,大学生实现充分和高质量就业已越来越引起社会、高校和大学生本人的关注,而与之相关的大学生就业能力更凸显其重要性.本文通过分析大学生要实现充分和高质量的就业应具备的就业能力,探析了以就业能力为核心的生涯规划教育的意义及方法,以推进高校生涯规划教育的发展和学生就业能力的提高.     

李芳馥图书馆生涯考辨

文章梳理李芳馥在文华图书科、哥伦比亚大学图书馆学院、芝加哥大学图书馆学研究院的求学经历,在国立北平图书馆、美国国会图书馆、哥伦比亚大学图书馆、国立北平图书馆上海办事处、沪江书院图书馆、上海图书馆等处的工作履历,在国立社会教育学院图书博物馆学系与华东师范大学图书馆学系兼任教职的经过。李芳馥为中国图书馆事业做出了重要贡献,推动了中美图书馆界交流合作。