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How do university graduates cope wit...

Lin, Zeng.

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How do university graduates cope with risk? Exploring the relationship between education and work: An analysis of the 1992 National Graduate Survey.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How do university graduates cope with risk? Exploring the relationship between education and work: An analysis of the 1992 National Graduate Survey./
Author:	Lin, Zeng.
Description:	237 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4727.
Contained By:	Dissertation Abstracts International61-12A.
Subject:	Sociology, Individual and Family Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ56241
ISBN:	0612562417

How do university graduates cope with risk? Exploring the relationship between education and work: An analysis of the 1992 National Graduate Survey.
Lin, Zeng.

How do university graduates cope with risk? Exploring the relationship between education and work: An analysis of the 1992 National Graduate Survey. - 237 p.

Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4727.

Thesis (Ph.D.)--York University (Canada), 2000.

University graduates in Canada have been significantly stratified by fields of study (FOS) in terms of income, unemployment rates, work prospects, and job satisfaction. Debates over the differential outcomes afforded by a university education focus on the tension between cultural and instrumental values, or the tension between liberal and vocational education. This dissertation, under an assumption that liberal education and vocational education are compatible, argues that an embedded liberal education, which reconciles liberal and vocational education, will more effectively prepare Canadian university graduates for the new century.

ISBN: 0612562417Subjects--Topical Terms:

626655
Sociology, Individual and Family Studies.

How do university graduates cope with risk? Exploring the relationship between education and work: An analysis of the 1992 National Graduate Survey.
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245 1 0 $a How do university graduates cope with risk? Exploring the relationship between education and work: An analysis of the 1992 National Graduate Survey.
300 $a 237 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4727.
500 $a Adviser: Paul Anisef.
502 $a Thesis (Ph.D.)--York University (Canada), 2000.
520 $a University graduates in Canada have been significantly stratified by fields of study (FOS) in terms of income, unemployment rates, work prospects, and job satisfaction. Debates over the differential outcomes afforded by a university education focus on the tension between cultural and instrumental values, or the tension between liberal and vocational education. This dissertation, under an assumption that liberal education and vocational education are compatible, argues that an embedded liberal education, which reconciles liberal and vocational education, will more effectively prepare Canadian university graduates for the new century.
520 $a To argue for the thesis, FOS choice is considered an important expression of risk taking in the university context. Managing risk involves a variety of initiatives: engaging in part-time or full time study, making a decision to minimise student debt load, or gaining relevant work experience through a co-op education program. Such risk management strategies are designed to alter returns to the investment in education that four years of university represent. The study focuses on theoretical examination and potential policy implications in light of students choosing liberal or vocational field. The theory involves the notion of structure and agency and has a particular derivative---'structured individualism'. The policy aspect of the thesis involves the debate between liberal and vocational education which reflects on the debate about curricular utility or, more simply, the link between education and work. Empirically, the dissertation is actually dealing with two situations. The first situation is the school-to-school transition (university entry). The antecedent coping strategies, whose purpose is to optimise the FOS choice, are first explored. Contemporaneous coping strategies that students use aim to enhance the value of their FOS choice during their four year programs are studied empirically. The second situation is the school-to-work transition two years after graduation. Risk management associated with the FOS choice is examined through returns from labour market and the graduates' personal satisfaction. Finally, the coping strategies subsequent to graduation, mainly concerned with continuing education as a means to minimise employment risk, are explored.
520 $a Through empirical analyses, I have observed that the existing university curricula, to a large extent, separate life skills from skills for the world of work. As a consequence of this separation, the labour market outcomes for liberal graduates are less promising than for vocational graduates. Inversely, educational outcomes for vocational graduates are less positive than for liberal graduates. The strengths and weaknesses of both liberal and vocational education invite us to appeal for an embedded liberal education to better prepare Canadian university graduates for the 21st century.
590 $a School code: 0267.
650 4 $a Sociology, Individual and Family Studies. $3 626655
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Vocational. $3 1017499
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690 $a 0745
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710 2 0 $a York University (Canada). $3 1017889
773 0 $t Dissertation Abstracts International $g 61-12A.
790 1 0 $a Anisef, Paul, $e advisor
790 $a 0267
791 $a Ph.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ56241