Susan Adams and Jacquelyn Smith in Forbes
Forbes is an American business magazine which is published biweekly featuring original articles on finance, industry, investing, and marketing topics. It is also well known for its lists e.g of the 400 richest Americans.
The latest list is of “websites for your career” which contains 75 links with short descriptions. Remembering the American origins of the list I would advise individuals who read this blog to take care. Not all the advice provided for US citizens translates easily (or at all) into English practice even if the words do. And many of the entries are geographically specific and can, therefore, be ignored for those looking for advice about job-hunting in Britain.
Click here for the full list and here for the “top ten”
Monday, 17 September 2012
If You're Stressed at Work, Don't Blame Your Employer, Says Study
via Big Think by Orion Jones
Should you feel stressed at work, a new study published in the scientific journal Organizational Behavior and Human Decision Processes suggests that environmental factors at your place of business are not necessarily what is causing your constricted feelings. Led by Timothy Judge, professor of management at the University of Notre Dame’s Mendoza College of Business, the research followed some 600 twins and concluded that genetic factors are about four times as important as shared environmental circumstances when it comes to personality, stress and health.
One of Judge’s most important conclusions is that stress levels, as reported by individual employees, are not objective measurements of how demanding a particular job is. When asking ourselves if our job is too stressful, we must also ask whether our disposition tends toward being stressed. “The battle of nature vs. nurture shows that even at work, nature wins. Changing a job to free yourself of stress is probably not going to do the trick unless you appreciate your own predispositions toward stress.”
Up to a point, how you feel at work is a reflection of how you deal with responsibility, says Judge.
Read it at Science Daily
Should you feel stressed at work, a new study published in the scientific journal Organizational Behavior and Human Decision Processes suggests that environmental factors at your place of business are not necessarily what is causing your constricted feelings. Led by Timothy Judge, professor of management at the University of Notre Dame’s Mendoza College of Business, the research followed some 600 twins and concluded that genetic factors are about four times as important as shared environmental circumstances when it comes to personality, stress and health.
One of Judge’s most important conclusions is that stress levels, as reported by individual employees, are not objective measurements of how demanding a particular job is. When asking ourselves if our job is too stressful, we must also ask whether our disposition tends toward being stressed. “The battle of nature vs. nurture shows that even at work, nature wins. Changing a job to free yourself of stress is probably not going to do the trick unless you appreciate your own predispositions toward stress.”
Up to a point, how you feel at work is a reflection of how you deal with responsibility, says Judge.
Read it at Science Daily
A critical review of cloud computing: researching desires and realities
an article by Will Venters and Edgar A Whitley (London School of Economics and Political Science) published in Journal of Information Technology Volume 27 Number 3 (September 2012)
Abstract
Cloud computing has become central to current discussions about corporate information technology.
To assess the impact that cloud may have on enterprises, it is important to evaluate the claims made in the existing literature and critically review these claims against empirical evidence from the field.
To this end, this paper provides a framework within which to locate existing and future research on cloud computing. This framework is structured around a series of technological and service ‘desires’, that is, characteristics of cloud that are important for cloud users.
The existing literature on cloud computing is located within this framework and is supplemented with empirical evidence from interviews with cloud providers and cloud users that were undertaken between 2010 and 2012.
The paper identifies a range of research questions that arise from the analysis.
Abstract
Cloud computing has become central to current discussions about corporate information technology.
To assess the impact that cloud may have on enterprises, it is important to evaluate the claims made in the existing literature and critically review these claims against empirical evidence from the field.
To this end, this paper provides a framework within which to locate existing and future research on cloud computing. This framework is structured around a series of technological and service ‘desires’, that is, characteristics of cloud that are important for cloud users.
The existing literature on cloud computing is located within this framework and is supplemented with empirical evidence from interviews with cloud providers and cloud users that were undertaken between 2010 and 2012.
The paper identifies a range of research questions that arise from the analysis.
Thursday, 13 September 2012
Work and the welfare system: a survey of benefits and tax credits recipients
a research report (DWP RR 800) by Trinh Tu and Steven Ginnis (Ipsos MORI on behalf of the Department for Work and Pensions)
This quantitative research looked at the views and attitudes to work, budgeting and internet use among a representative sample of benefit units receiving working age benefits and tax credits who would be impacted by the transition to Universal Credit. The survey fieldwork took place between June and August 2011 and involved 5,529 individuals in 4,315 households (including 1,249 interviews with the partners of main claimants). The sample was randomly selected from Department for Work and Pensions (DWP) and Her Majesty’s Revenue and Customs (HMRC) claimant databases and covered Great Britain.
The research was commissioned to help DWP implement Universal Credit by providing detailed information on views and attitudes to work, internet use and budgeting skills among a representative sample of claimants who would be impacted by the transition to Universal Credit. These topics were chosen because work-related requirements will be extended under Universal Credit, and will depend on the particular circumstances of individual claimants. Also, Universal Credit will be paid as a single, monthly household payment and claims will be made online.
The survey has identified a range of distinct attitudes to work and the Department will use this information to help improve and target our services to help Universal Credit claimants increase their work readiness and/or levels of work. The results show that 78% of those surveyed already use the internet – we will use the findings to inform our approach to encouraging and supporting claimants to use the online service. The findings also indicate that most respondents would be comfortable moving to a single, household payment. The concept of a monthly payment causes more concern, but we want to help claimants to manage their finances in preparation for taking on (more) work. We will use the findings to inform our approach to promoting financial capability and to develop appropriate and tailored support for extremely vulnerable claimants.
The research will also inform communications surrounding transition to Universal Credit and the development of appropriate strategies for differently affected customer groups.
ISBN 978-1-908523-67-9
Read summary (PDF 2pp) Note: this is a separate document which appears to be replacing the previously published Research Briefs
Read full report (PDF 90pp)
Technical report (PDF 95pp)
This quantitative research looked at the views and attitudes to work, budgeting and internet use among a representative sample of benefit units receiving working age benefits and tax credits who would be impacted by the transition to Universal Credit. The survey fieldwork took place between June and August 2011 and involved 5,529 individuals in 4,315 households (including 1,249 interviews with the partners of main claimants). The sample was randomly selected from Department for Work and Pensions (DWP) and Her Majesty’s Revenue and Customs (HMRC) claimant databases and covered Great Britain.
The research was commissioned to help DWP implement Universal Credit by providing detailed information on views and attitudes to work, internet use and budgeting skills among a representative sample of claimants who would be impacted by the transition to Universal Credit. These topics were chosen because work-related requirements will be extended under Universal Credit, and will depend on the particular circumstances of individual claimants. Also, Universal Credit will be paid as a single, monthly household payment and claims will be made online.
The survey has identified a range of distinct attitudes to work and the Department will use this information to help improve and target our services to help Universal Credit claimants increase their work readiness and/or levels of work. The results show that 78% of those surveyed already use the internet – we will use the findings to inform our approach to encouraging and supporting claimants to use the online service. The findings also indicate that most respondents would be comfortable moving to a single, household payment. The concept of a monthly payment causes more concern, but we want to help claimants to manage their finances in preparation for taking on (more) work. We will use the findings to inform our approach to promoting financial capability and to develop appropriate and tailored support for extremely vulnerable claimants.
The research will also inform communications surrounding transition to Universal Credit and the development of appropriate strategies for differently affected customer groups.
ISBN 978-1-908523-67-9
Read summary (PDF 2pp) Note: this is a separate document which appears to be replacing the previously published Research Briefs
Read full report (PDF 90pp)
Technical report (PDF 95pp)
The virtues in international society
an article by Jamie Gaskarth (University of Plymouth, UK) published in European Journal of International Relations Volume 18 Number 3 (September 2012)
Abstract
Although there has been a significant growth in the literature on the ethics of international politics in recent years, much of this has focused on the normative structure of international relations and has downplayed the role of individuals in constituting the understandings and actions in this practice.
However, individual agency and accountability are apparent in recent world events. Meanwhile, developments in moral philosophy have increasingly led scholars to re-examine the role that individual character traits – virtues – have in affecting how norms are selected and operationalised.
Building on these insights, I argue here that a fully realised appreciation of the morality of international politics requires us to consider what character traits – virtues – its individual participants are expected to exhibit to support and realise its norms.
To do so, I begin by outlining how the virtues are deemed to underpin ethical practice and highlight two forms of analysis that may be used to explore this: decision-oriented virtue ethics and constitutive virtue ethics. I then suggest that these can be used to analyse the ethical foundations of international society.
Specifically, I adopt a constitutive virtue ethics approach to show how the virtues help to constitute international society using the case study of the establishment of the International Criminal Court. In the process, I aim to highlight both the extent to which the virtues are a feature of the rhetoric of global politics, and – more importantly – how they play a significant role in normative practice.
Hazel’s comment:
In answer to the question about relevance of this article to careers information I have to say, “Not much”. However, as we are living in an increasingly globalised society, and given that many young people are becoming more concerned about ethical practices than former generations I thought it was at least interesting.
Abstract
Although there has been a significant growth in the literature on the ethics of international politics in recent years, much of this has focused on the normative structure of international relations and has downplayed the role of individuals in constituting the understandings and actions in this practice.
However, individual agency and accountability are apparent in recent world events. Meanwhile, developments in moral philosophy have increasingly led scholars to re-examine the role that individual character traits – virtues – have in affecting how norms are selected and operationalised.
Building on these insights, I argue here that a fully realised appreciation of the morality of international politics requires us to consider what character traits – virtues – its individual participants are expected to exhibit to support and realise its norms.
To do so, I begin by outlining how the virtues are deemed to underpin ethical practice and highlight two forms of analysis that may be used to explore this: decision-oriented virtue ethics and constitutive virtue ethics. I then suggest that these can be used to analyse the ethical foundations of international society.
Specifically, I adopt a constitutive virtue ethics approach to show how the virtues help to constitute international society using the case study of the establishment of the International Criminal Court. In the process, I aim to highlight both the extent to which the virtues are a feature of the rhetoric of global politics, and – more importantly – how they play a significant role in normative practice.
Hazel’s comment:
In answer to the question about relevance of this article to careers information I have to say, “Not much”. However, as we are living in an increasingly globalised society, and given that many young people are becoming more concerned about ethical practices than former generations I thought it was at least interesting.
The benefits and dangers of enjoyment with social networking websites
an article by Ofir Turel (California State University, Fullerton, USA) and Alexander Serenko (Lakehead University, Ontario, Canada) published in European Journal of Information Systems Volume 21 Issue 5 (September 2012)
Abstract
Information Systems enjoyment has been identified as a desirable phenomenon, because it can drive various aspects of system use.
In this study, we argue that it can also be a key ingredient in the formation of adverse outcomes, such as technology-related addictions, through the positive reinforcement it generates.
We rely on several theoretical mechanisms and, consistent with previous studies, suggest that enjoyment can lead to presumably positive outcomes, such as high engagement. Nevertheless, it can also facilitate the development of a strong habit and reinforce it until it becomes a ‘bad habit’, that can help forming a strong pathological and maladaptive psychological dependency on the use of the IT artifact (i.e., technology addiction).
We test and validate this dual effect of enjoyment, with a data set of 194 social networking website users analysed with SEM techniques. The potential duality of MIS constructs and other implications for research and practice are discussed.
Abstract
Information Systems enjoyment has been identified as a desirable phenomenon, because it can drive various aspects of system use.
In this study, we argue that it can also be a key ingredient in the formation of adverse outcomes, such as technology-related addictions, through the positive reinforcement it generates.
We rely on several theoretical mechanisms and, consistent with previous studies, suggest that enjoyment can lead to presumably positive outcomes, such as high engagement. Nevertheless, it can also facilitate the development of a strong habit and reinforce it until it becomes a ‘bad habit’, that can help forming a strong pathological and maladaptive psychological dependency on the use of the IT artifact (i.e., technology addiction).
We test and validate this dual effect of enjoyment, with a data set of 194 social networking website users analysed with SEM techniques. The potential duality of MIS constructs and other implications for research and practice are discussed.
Employer Engagement in English Independent Schools
a paper by Prue Huddleston (University of Warwick) and Anthony Mann and James Dawkins (Education and Employers Taskforce) published by Education and Employers Taskforce, July 2012
Summary
This review of the engagement of English independent schools (and high performing independent schools in particular) with employers to support the learning and progression of pupils was undertaken by the Education and Employers Taskforce and Warwick University.
The project asks:
Employer engagement in independent schools (work experience, careers advice from employers, enterprise activities, business mentoring, visiting speakers, workplace visits) is commonplace, although some activities are more prolific than others, and undertaken to an extent largely comparable with the state sector.
High performing independent schools primarily and consistently engage employers to:
High performing independent schools are skilful in exploiting existing social networks to identify relevant workplace opportunities for pupils. To access employers, high performing independent schools make extensive use of networks of alumni, parents, governors and teachers. Pupils commonly approach employers directly themselves. Intermediary, or brokerage, organisations are rarely used.
A distinct advantage of such approaches is that many people in the social networks linked to schools work in occupational areas (notably, the professions) highly relevant to the career aspirations of pupils. Among the most effective practice identified was the systematic use of alumni aged in their late twenties to provide pupils with insights (through careers fairs or talks) into their transitions from education to early employment within a profession.
In all schools visited, there was an expectation that all pupils would take part in the majority of employer engagement activities (work experience, workplace visits, careers events), even though such activities might take place outside the timetabled teaching time. A minority of activities (enterprise competitions, visiting speakers) were seen as optional for pupils but were very popular with them. Staff did not see the majority of required employer engagement activities as extracurricular events. They saw the activities as part of a broadly defined curriculum which prepared pupils effectively for adult life. However, little evidence was found of links to the taught curriculum.
Reflecting much higher progression rates to higher education the delivery of work experience was found to be distinctive in comparison to the state sector. Pupils at independent schools would typically undertake work experience at an older age (16-17), in occupational areas closely tied to career aspirations and relevant to preferred university subjects of study. The experiences are used effectively to provide pupils with information for UCAS personal statements and often took place during vacation periods, in part to reduce the perceived health and safety obligations falling on the school.
In the most effective practice observed, employer engagement was embedded in careers advice and guidance provided by the school and was used effectively to help pupils clarify, confirm and support their progression towards career aspirations.
The relative impacts of employer engagement
Data from a February 2011 survey of young British adults, aged 19-24, segmented by school type attended asked respondents to reflect on the utility of work experience, careers advice (from employers), enterprise competitions and business mentoring in deciding on a career, getting a job after education and getting into university. The survey finds that in a number of important areas, the former pupils of independent schools felt that they had, for whatever reason, derived a significantly greater value from the activities which they took part in when compared to their state school-educated peers (and especially those attending non-selective state schools).
Summary
This review of the engagement of English independent schools (and high performing independent schools in particular) with employers to support the learning and progression of pupils was undertaken by the Education and Employers Taskforce and Warwick University.
The project asks:
- To what extent do independent schools engage with employers?
- Why do they do it?
- How do they go about it?
- Desk research to identify the extent of employer engagement in 20 high performing independent schools.
- In-depth face-to-face interviews with a total of 15 staff in six of the schools (lasting on average half a day).
- Analysis of data from a survey of 987 young adults (aged 19-24) which provided evidence on the extent to which employer engagement practices identified in high performing independent schools are typical of the sector. In addition, a comparison of the impact of activity on pupils in both state and independent schools was undertaken.
Employer engagement in independent schools (work experience, careers advice from employers, enterprise activities, business mentoring, visiting speakers, workplace visits) is commonplace, although some activities are more prolific than others, and undertaken to an extent largely comparable with the state sector.
High performing independent schools primarily and consistently engage employers to:
- Help pupils decide on and achieve their career goals
- Support pupil admission to university courses of choice
- Help pupils develop social or personal skills, including employability skills
- Help pupils develop networks of value after leaving school
- Stimulate a culture of expectation and aspiration
- But not typically to increase pupil motivation or aid classroom learning
High performing independent schools are skilful in exploiting existing social networks to identify relevant workplace opportunities for pupils. To access employers, high performing independent schools make extensive use of networks of alumni, parents, governors and teachers. Pupils commonly approach employers directly themselves. Intermediary, or brokerage, organisations are rarely used.
A distinct advantage of such approaches is that many people in the social networks linked to schools work in occupational areas (notably, the professions) highly relevant to the career aspirations of pupils. Among the most effective practice identified was the systematic use of alumni aged in their late twenties to provide pupils with insights (through careers fairs or talks) into their transitions from education to early employment within a profession.
In all schools visited, there was an expectation that all pupils would take part in the majority of employer engagement activities (work experience, workplace visits, careers events), even though such activities might take place outside the timetabled teaching time. A minority of activities (enterprise competitions, visiting speakers) were seen as optional for pupils but were very popular with them. Staff did not see the majority of required employer engagement activities as extracurricular events. They saw the activities as part of a broadly defined curriculum which prepared pupils effectively for adult life. However, little evidence was found of links to the taught curriculum.
Reflecting much higher progression rates to higher education the delivery of work experience was found to be distinctive in comparison to the state sector. Pupils at independent schools would typically undertake work experience at an older age (16-17), in occupational areas closely tied to career aspirations and relevant to preferred university subjects of study. The experiences are used effectively to provide pupils with information for UCAS personal statements and often took place during vacation periods, in part to reduce the perceived health and safety obligations falling on the school.
In the most effective practice observed, employer engagement was embedded in careers advice and guidance provided by the school and was used effectively to help pupils clarify, confirm and support their progression towards career aspirations.
The relative impacts of employer engagement
Data from a February 2011 survey of young British adults, aged 19-24, segmented by school type attended asked respondents to reflect on the utility of work experience, careers advice (from employers), enterprise competitions and business mentoring in deciding on a career, getting a job after education and getting into university. The survey finds that in a number of important areas, the former pupils of independent schools felt that they had, for whatever reason, derived a significantly greater value from the activities which they took part in when compared to their state school-educated peers (and especially those attending non-selective state schools).
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