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Among the requirements for engineering programs, the Accreditation Board of Engineering and Technology (ABET) criteria for student outcomes require students to have the ability to communicate effectively with a range of audiences, recognize ethical and professional responsibilities, function effectively on a team, and apply new knowledge. A review of literature for skills comprised within these ABET criteria determined 26 topics necessary for the entry-level and continued success of engineers. Nearly 500 companies and organizations rated the importance and proficiency of their recent entry-level engineers for these 26 identified soft (professional) skills. The findings suggest that although entry-level engineers have proficiency in all of these ABET required skills, the entry-level engineers were not meeting the level of importance expressed by the organization for 24 of these 26 skills. A specific ABET required skill, the ability to communicate effectively with diverse groups of people, has the greatest difference between the level of proficiency and the level of importance. Analysis of variance was conducted using each of the demographic variables to determine the effect sizes in the ratings of importance, proficiency, and the differences between importance and proficiency. These results were shared with industry members to confirm the relevance of the survey findings during the pandemic. This survey research has implications for any university engineering department where students are seeking entry-level engineering positions after graduation.

This review outlines current literature regarding access to and quality of healthcare for children and young people seeking asylum and refugees in the UK. The multiple factors influencing their experiences are explored, alongside the optimal design of services to best address their needs. A consensus view of best practice is described in the form of service delivery standards for care delivered by paediatricians in emergency departments, inpatient, outpatient and other community settings.

The objective of the article is to analyse the degree of persistence of overeducation in the initial stages of the professional career of young workers and the relationship between both the incidence and the persistence of overeducation and the business cycle. We use longitudinal data from administrative records (the ‘Continuous Sample of Working Life’) on the work trajectories of young Spaniards (16–35 years old) who enter the labour market for the first time at various moments in time (2005, 2009 or 2014) and estimate univariate and recursive bivariate probit models. The main findings are that nearly one third of entrants are overeducated in their first job, that their permanence in overeducation five years later is high (above 50%) and that the persistence of overeducation of young entrants is countercyclical.

PurposeThis study illuminates the assumption that internships facilitate labor market entry and answers the question of why internships have a positive effect on students' self-perceived employability. It is assumed that internships enable more positive employability perceptions by reducing career-entry worries – the worries of not finding a suitable job or not being able to obtain a satisfactory career.Design/methodology/approachA two-wave study among graduate students currently in an internship investigated these relationships. Data on career-entry worries, perceived employability and an evaluation of the internship were collected from 80 students (mean age: 24.6 years, 68% female) from various fields of study aiming at both bachelor's and master's degrees.FindingsThe results showed that positively evaluated internships contributed to graduates' self-perceived employability by means of reduced career-entry worries over an eight-week period.Originality/valueBy considering graduates' career-entry worries – the perceived uncertainty about finding an “appropriate” career in the future – the authors introduce a new concept to the career literature and show that these worries are significant in terms of self-assessed employability.

The Dutch minimum wage for workers aged 15 to 23 is defined as a stepwise increasing function of a worker’s calendar age. Using Dutch administrative records, the author shows that the birthday discontinuities of age-dependent minimum wage rates affect both labor market entry (job accessions) and labor market exit (job separations) of minimum wage workers. The job separations spike in the three months that precede workers’ birthdays, suggesting that firms are dismissing workers whose costs are about to go up. The frequency of job accessions increases immediately after the birthdays and the increase is sustained throughout the following months. The resulting effect on employment levels is dynamic, with the employment rate being subject to an initial drop that is gradually compensated for by the higher rates of post-birthday labor market entry.

This paper employs the notion of a “career script” as a conceptual basis to examine how age-based academic career norms are internalized, strategized, and reproduced among PhD students aspiring to become academics. It draws on interviews with 70 PhD students at leading universities in mainland China, Hong Kong, and Macau that were organized and explored using narrative inquiry. The findings suggest that the tournament-like, age-based career scripts are primarily shaped by institutional policies on recruitment and funding applications and reinforced through social interactions. Doctoral students internalize the established criteria for success defined by the career scripts and stigmatize those who lag behind in the attainment of institutionally predetermined milestones, thus discouraging any attempt to rescript career norms. While enacting successful career scripts, students experience age and temporal anxiety at a fairly young age, exacerbating ageism in the academic labor market.

Self-determination refers to an individual's capacity and opportunities to act as a causal agent in their own lives to make choices, decisions, and set goals. The current study examined self- and parent-reports of the AIR Self-Determination Scale in transition-aged autistic youth (Based on stakeholder preferences, we use identity-first(autistic) or neutral language (on the autism spectrum) (Bottema-Beutel in JAMA 3:18–29, 2020)). Autistic youth completed depression and executive function measures, and parents rated their child's social-communication and executive function difficulties. Despite differences between youth and parent reports, both youth and their parents reported lower self-determination skills (capacity) than opportunities to practice self-determined behaviors. Both depression and executive function skills were related to self-determination capacity, highlighting potential intervention targets for transition-aged youth to facilitate increased self-determination and potentially improved adult outcomes.

This paper investigates whether parents’ entry into unemployment affects investment in children’s education through their decision to provide public or private education for their children. The empirical approach makes use of longitudinal data from the Continuous National Household Sample Survey (Pesquisa Nacional por Amostra de Domicílios Contínua–PNAD contínua) and propensity-score matching with difference-in-difference methods. According to estimates, parents’ unemployment reduces the probability of children’s enrollment in the private educational system, which usually has better quality but high costs, instead of in the public educational system, which is offered for free but typically has poor quality. Thus, evidence suggests that reductions in household income as a consequence of unemployment can have impacts on the quality of human capital accumulated by children.

This longitudinal study was aimed to describe and understand student adjustment trajectories during the college transition. Participants came from a large random sample of Quebec high school students. They completed a multidimensional measure of adjustment at two times before entering college and at two other times after college admission. Group-based trajectory analysis showed decreased adjustment for 6% (social adjustment) to 66.1% (academic adjustment) of students over this period, versus improved adjustment for 4.5% (social adjustment) to 11.6% (emotional and academic adjustment). All changes were linear, suggesting progressive changes from Secondary 4 to the second year of college. Multivariate and contingency analyses showed that personal anxiety, academic success, and attention problems in high school were significant determinants for adjustment trajectories, and that these trajectories were subsequently related to perseverance and college graduation.

This study examines partnerships between schools and businesses that are intended to foster training and employment opportunities for secondary students with developmental and other disabilities in Saudi Arabia. A survey was developed to investigate employers’ perspectives on students’ skills, practical strategies for training, and their contribution. Fifty-two employers participated in the survey. The findings revealed the most valued skills on job sites, such as self- determination, social, and job skills, and believed that coordination, job matching, and joint supervision are successful practices that improve training. The employers concluded that some of their contributions to such partnerships include participation in curriculum development, training students in their workplaces under their supervision, and offering financial support.