Transitions and trajectories from higher education to work and backwards – a comparison between a Finnish and a Portuguese university
Author(s):
Mariana Gaio Alves (presenting / submitting) Vesa A. Korhonen (presenting)
Conference:
ECER 2014
Network:
22. Research in Higher Education
Format:
Paper

Session Information

22 SES 09 B, Student Transitions and Graduate Employability

Paper Session

Time:
2014-09-04
11:00-12:30
Room:
B021 Anfiteatro
Chair:
Caroline Berggren

Contribution

In contemporary European societies there is growing evidence that transitions from education to work (and from work to education) can take place several times (and at different points) in the individuals’ life cycle. Transitions are currently far from being fixed and exceptional, since they occur more frequently and at different times, framing biographies that are becoming a succession of life transitions (Jarvis, 2009; Bélanger, 2011).

Within this general trend, research previously conducted in Europe signals differences between countries, due to different labour market structures, different educational systems and different social policies (Bois-Reymond & Blasco, 2003). Thus, the relevance of comparative analysis is substantial. Focusing academic trajectories, the same authors indicate that higher education certificates are not a guarantee for a permanent and safe position, but are more likely to result in well-paid, high status and protected occupational positions (Bois-Reymond & Blasco, 2003). Additionally, the analysis of international statistical data and other surveys indicates that transitions between education and work along the life cycle are expected to be of particular significance for higher education graduates (Alves, 2013).

Given this context, the paper’s overall intention is to contribute to a deepen understanding of higher education graduates’ transitions between education and work. Do higher education graduates have worked while studying in university? Which is their occupational situation about one year after graduation?  Are there significant differences in the job situation according to disciplinary domain of graduation? Do graduates have already returned (or intend to return) to education?

Additionally, the goal is to shed light on these issues throughout a comparison between the situations of graduates (master degree) from two universities in different European countries (Finland and Portugal).  This strategy will enable to illustrate the European diversity and further reflect upon the conditions framing transitions of higher education graduates in different national contexts. Walther (2006) has called these socio-political national system level differences as transition regimes. These are focusing on different general dimensions affecting the transition (e.g. employment situation, social security) and on specific dimensions of youth welfare (e.g. the different focus of transition policies in each welfare regime). One of the possible differences between countries to be explored relates to the way in which in Northern Europe (like in Finland) the welfare state is fundamental to support and help the individuals in coping with uncertain trajectories, while in Southern Europe (like in Portugal) the family is of great relevance in this respect (Bois-Reymond & Blasco, 2003).

Method

The paper draws on data that has been obtained throughout the employability surveys conducted by University of Tampere (Finland) and Universidade Nova de Lisboa (Portugal). Both employment surveys were conducted in 2011, questioning graduates that had finished their masters about one year before (graduates in the University of Tampere had finished in 2010 and in the University Nova de Lisboa in 2009/10). In Tampere 575 graduates responded the survey, while in Lisboa 831 responded (covering master degrees). Both surveys aimed at guaranteeing high response rates and consequently questionnaires were sent to all university graduates in Tampere and a random procedure for selection of responders was implemented in Lisboa. The methodologies and type of data collected in the surveys conducted in the two universities reveal many similarities. Both focus on graduates that had finished their degrees about one year ago when they answered a questionnaire that inquires about: working while studying in higher education; employment, unemployment and job situation after graduation; correspondence of job situation according to level of education; returning to education to continue studying; amongst other questions. The comparison in this paper will focus on 6 schools in both universities, taking into account the similar disciplinary profile: Management; Social Sciences and Humanities; Medicine; Health Sciences; School of Statistics and Information Sciences; Biomedical and Chemical Technology. Given these resemblances between the two universities and the employability surveys, it is possible to draw a comparative analysis of the graduates’ transition patterns. So, our main research question for the comparison is what kinds of transitions there are (transition patterns) from higher education to work (or backwards) in different disciplinary fields in two comparable universities in two different countries representing different transition regimes in Europe? A lot of research has been done comparing overall patterns of the transition from completed education to work, but only a few studies have gone into detail by examining e.g. intentions from full employment back to studying (see Jacob & Weiss, 2008). When doing the comparison, we are at first using the basic statistical description methods, like descriptive statistics and description of relationships and group differences. This is expected to scaffold a reflection upon the differences, similarities and local disciplinary profiles that will be identified, as well as the factors and conditions framing transitions in each of the countries considered. When going further in the analysis, the factor and cluster analysis might be introduced .

Expected Outcomes

The “normal” linear transition from education to work has never been the routine for all. These are increasingly being replaced by de-standardised and prolonged transitions that not only take longer to complete but are also diversified and individualised (Walther & Pohl, 2005). In the first year after graduation, it is much more common that many graduates may work in temporary, short-term positions or there may be a longer delays before getting the first job. With statistical analysis it is aimed to identify the different types of transition patterns in both universities’ employment data. The expected transition patterns are initially called smooth, tricky and delayed patterns. According to our preliminary findings a smooth transition pattern leads quickly to a permanent career, which also seems to lead more likely to a career corresponding well to the level of education. Tricky pattern, however, describes a situation in which different periodic episodes of short-term jobs after graduation are typical. The current work one year after graduation may also be partially or completely without correspondence to the level of education. Delayed pattern, in turn, describes the situation where after graduation has been a longer period of unemployment or period outside the labor market. Also in this transition pattern, it is more typical that one year after the graduation the work is still not fully corresponding to the level of education. These transition patterns are considered a useful basis for comparison and discussions on how transition patterns and trajectories are shaped in different transition regimes in different sides of Europe. It is expected that especially tricky and delayed transition patterns are becoming more common and universities should be more aware of their impact on how students’ working life orientation or professional aspirations are formed during the studies and how students are prepared for the unsecure future.

References

Alves, M. G. (2013). Higher Education and Work - Transitions framed by time and space. In J. Seified, & E. (. Wutke, Transitions in Vocational Education (pp. 223-242). Opladen, Berlin, Toronto: Barbara Budrich. Bélanger, P. (2011). Theories in Adult Learning and Education. Opladen & Farmington Hills: Barbara Budrich Publishers. Bois-Reymond, M. d., & Blasco, A. L. (2003). Yo-yo transitions and misleading trajectories: towards integrated transitions policies for young adults in Portugal. In A. L. Blasco, W. McNeish, & A. Walther, Young People and Contradictions of Inclusion: Towards Integrated Transition Policies in Europe (pp. 19-42). Bristol: The Policy Press. Jacob, M. & Weiss, F. (2008). From Higher Education to Work. Patterns of labor market entry in Germany and the US. Working Papers. Mannheimer Zentrum für Europäische Sozialforschung ; 110. Jarvis, P. (2009). Learning to Be a Person in Society. London and New York: Routledge. Walther, A. (2006). Regimes of youth transitions: Choice, flexibility and security in young people's experiences across different European contexts, Young, 14(2): 119-139. Walther, A. & Pohl, A. (2005). Thematic Study on Policy Measures concerning Disadvantaged Youth. Final Report. Volume 1. Online publication: http://ec.europa.eu/employment_social/social_inclusion/docs/youth_study_en.pdf (9. January, 2014)

Author Information

Mariana Gaio Alves (presenting / submitting)
UIED - FCT/Universidade Nova de Lisboa
Caparica
Vesa A. Korhonen (presenting)
School of Education - University of Tampere, Finland

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