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Project

Work-related learning of early-career employees: The role of higher education.

Given the rapid technological changes and globalisation, all employees are expected to engage in work-related learning, defined as engagement in formal or informal learning activities leading to improvement or acquisition of competences. It has been argued that the largest need to learn is felt by recent graduates, as they will need to cope with the demands of their new job, providing ample challenges and opportunities to learn. In addition, the benefits are larger for recent graduates, as work-related learning can have long-term effects on their career. Despite its importance, prior research devoted little attention to work-related learning of recent graduates. This dissertation aimed to address this gap by increasing the understanding of work-related learning in the transition to work on the one hand and investigating how personal factors and education-job fit can facilitate work-related learning on the other hand.

In a first research stage, insights were obtained on a theoretical level by means of a systematic review (Study 1). This study aimed to get a deeper understanding of learning and education-job fit during the transition to work, based on 45 primary studies. Concerning learning, this study investigated the competences that are necessary for graduates when entering the labour market. Results indicated that most emphasis is put on generic competences. More specifically, theoretical knowledge, problem-solving, communication, and learning skills are valued most. Furthermore, the need for additional learning at work was stressed. Moreover, the study gained insight the different types of fit and their incidences in the transition to work: Vertical, horizontal, competence, and person-environment fit were found to be important types of fit for recent graduates.

In the second research stage, it was empirically investigated how factors within the transition to work facilitate work-related learning. As a first step, an instrument measuring work-related learning activities was developed and validated (Study 2). The instrument was constructed based on a literature review and group discussions among domain experts; and was examined among a heterogeneous sample of employees. Three factors were distinguished and confirmed, namely informal learning activities using personal sources, informal learning activities using environmental sources, and formal learning activities. The results provided solid evidence for the validity and reliability of the developed instrument.

To investigate how factors facilitate work-related learning, a quantitative longitudinal design was used, in which questionnaires were presented five times to students over the course of their final year of higher education and during their first year at work. The role of the development of self-efficacy and achievement goals (as personal factors) in work-related learning was investigated (Study 3). The study took a longitudinal, person-centered approach by examining differences in work-related learning between different motivational profiles, based on the conjoint development of self-efficacy and achievement goals. The results revealed an average increase in self-efficacy, learning-goal, and performance-approach orientation and decrease in performance-avoidance orientation, indicating that the transition to work triggers change in personal factors, which is transferred to the working environment. Four distinct motivational profiles were identified and differences were found concerning work-related learning: Most learning after graduation was reported by graduates who were in the profile characterised by high and increasing self-efficacy, learning-goal, and performance-approach orientation.

A final study focused on the relationship between education-job fit and work-related learning (Study 4). Theoretically, two (contradicting) processes are proposed regarding the relationship, in which fit would either induce or hamper work-related learning. The study assessed these hypotheses by identifying fit-profiles of graduates and investigating differences in work-related learning. The four identified fit-profiles demonstrated differences in work-related learning in favour of the complementing hypothesis, in which graduates with a full education-job fit reported most work-related learning. Moreover, these differences were sustained six months later, indicating that the fit-profile remained to have an effect on work-related learning.

Date:1 Sep 2014 →  30 Sep 2019
Keywords:work-related, transition, higher education, early-career employees, learning
Disciplines:Education curriculum, Education systems, General pedagogical and educational sciences, Specialist studies in education, Other pedagogical and educational sciences
Project type:PhD project