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Cheng HHL, Chau A, Chan H, Seto J, Wong H, So J, Leung YW, Wong AV, Cheung TCK. Employment needs of and barriers for Chinese youth and young adults with Autism Spectrum Conditions in Ontario, Canada. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 149:104729. [PMID: 38636251 DOI: 10.1016/j.ridd.2024.104729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 02/16/2024] [Accepted: 03/30/2024] [Indexed: 04/20/2024]
Abstract
BACKGROUND Cultural-based literature focusing on Asian autistic immigrants living in Western countries is very limited. AIMS The present study is a quality improvement exercise aiming to fill the gap by investigating the employment needs of and barriers for Chinese autistic youth and young adults in Ontario, Canada. METHODS & PROCEDURES 71 individuals diagnosed with autism and 24 diagnosed with other mental illnesses, aged 12-29, participated in an online survey regarding their work readiness, work skills, interests, health and cultural concerns. Analyses were conducted to compare the autistic group and the mental health group. OUTCOMES & RESULTS Results show that the autistic sample has inferior (1) work habits related skills, (2) work style related skills, (3) level of independence, (4) skills to perform routine daily activities, (5) interpersonal skills at work, and (6) ability to tolerate visual and moving stimuli in the work environment. It is also found that the autistic group has more symptoms of depression, anxiety, and autism than that of the non-autistic group. CONCLUSIONS & IMPLICATIONS The study shed light into the unique needs and barriers of Chinese autistic young adults and the service gap in supporting their transition to employment.
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Affiliation(s)
| | - Ashtyn Chau
- Community Family Services of Ontario, Canada
| | | | - Jackie Seto
- Community Family Services of Ontario, Canada
| | - Hayden Wong
- Community Family Services of Ontario, Canada
| | - Jeremiah So
- Community Family Services of Ontario, Canada
| | - Yvonne W Leung
- Department of Applied Psychology, Bouve College of Health Sciences & College of Professional Studies, Northeastern University, USA; Department of Psychiatry, University of Toronto, Canada
| | | | - Theodore C K Cheung
- Department of Psychiatry, The Hospital for Sick Children, Toronto, Ontario, Canada.
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Tan DW, Rabuka M, Haar T, Pellicano E. 'It's a symbolic violence': Autistic people's experiences of discrimination at universities in Australia. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:1344-1356. [PMID: 38148639 PMCID: PMC11134995 DOI: 10.1177/13623613231219744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2023]
Abstract
LAY ABSTRACT Autistic students experience many challenges at university. One significant barrier identified in past research was autistic students' experiences of discrimination (i.e. being treat differently) and stigma (being judged differently). Our research team included both autistic and non-autistic researchers who designed a project to help explore autistic students' experiences of stigma and discrimination at Australian universities. We interviewed 21 autistic students who went to a university - some had completed qualifications, and some had not. From our interviews, we identified four themes: (1) 'My disability is something that people just don't have a clue about', (2) 'the system is really stacked against you', (3) the onus is on autistic students, and (4) 'grit and stubbornness'. As a result, we recommended changes in the way courses are written and taught so that autistic people have opportunities that meet their ways of learning. It is also important for university staff to understand the impact of trauma experienced by autistic people and that universities work together with autistic people to design courses and supports that include autistic ways of learning, accessible university processes and identify support needs.
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Affiliation(s)
- Diana Weiting Tan
- Macquarie School of Education, Macquarie University, Australia
- School of Psychological Science, University of Western Australia, Australia
| | - Marion Rabuka
- Macquarie School of Education, Macquarie University, Australia
| | - Tori Haar
- Macquarie School of Education, Macquarie University, Australia
| | - Elizabeth Pellicano
- Macquarie School of Education, Macquarie University, Australia
- Department of Clinical, Educational and Health Psychology, University College London, UK
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Waizbard-Bartov E, Fein D, Lord C, Amaral DG. Autism Severity and its Relationship to Disability. FOCUS (AMERICAN PSYCHIATRIC PUBLISHING) 2024; 22:252-262. [PMID: 38680979 PMCID: PMC11046712 DOI: 10.1176/appi.focus.24022007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/01/2024]
Abstract
Autism severity is currently defined and measured based exclusively on the severity levels of the two core symptom domains: social-communication and restricted or repetitive patterns of behaviors and interests. Autistic individuals, however, are often diagnosed with other medical, developmental, and psychological co-occurring conditions. These additional challenges such as intellectual disability, limited expressive and/or receptive language, and anxiety disorders, can have a tremendous impact on the day-to-day lives of autistic individuals, for both their adaptive functioning as well as their sense of wellbeing. Furthermore, the initial presentation of core symptoms and their likelihood of changing over time are influenced by the presence of such co-occurring conditions. In order to truly understand how a person's autism impacts their life, both core symptoms as well as other challenges should be considered. This approach was recently taken by The Lancet Commission on the future of care and clinical research in autism, which proposed the term "profound autism" for a subgroup of individuals presenting with high core symptom severity, co-occurring intellectual disability, and little or no language, who require extensive long-term care. Considering other individual factors such as daily living skills, specific support needs and environmental resources would also enhance the evaluation of disability in autistic individuals. As currently employed in the assessment of intellectual disability, a multidimensional approach to autism could provide a more comprehensive system for classification of impairment. At present, however, there is no formal way to designate the combined effect of these different aspects of autism on a person's life. A comprehensive outlook that acknowledges impairments, capabilities, co-occurring conditions, and environmental factors would be useful for identifying subgroups of individuals as well as for determining individual needs and strengths in clinical assessments. Lay Summary: The severity of a person's autism is currently defined based on the severity of their core autism symptoms: impaired social-communication and the presence of restricted or repetitive patterns of behaviors and interests. But autistic people often face additional challenges such as intellectual disability, epilepsy, and anxiety disorder, that considerably impact their everyday life, wellbeing, and the need for support. A more complete view of autism severity, one that includes core symptoms as well as additional challenges, could help identify meaningful sub-groups of autistic individuals and could be useful in clinical care. Appeared originally in Autism Res 2023; 16:685-696.
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Affiliation(s)
- Einat Waizbard-Bartov
- Department of Psychology, University of California Davis, Davis, California, USA (Waizbard-Bartov); The MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California Davis, Davis, California, USA (Waizbard-Bartov, Amaral); Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut, USA; Department of Pediatrics, University of Connecticut, Farmington, Connecticut, USA (Fein); Departments of Psychiatry and Human Development and Psychology, University of California, Los Angeles, California, USA (Lord)
| | - Deborah Fein
- Department of Psychology, University of California Davis, Davis, California, USA (Waizbard-Bartov); The MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California Davis, Davis, California, USA (Waizbard-Bartov, Amaral); Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut, USA; Department of Pediatrics, University of Connecticut, Farmington, Connecticut, USA (Fein); Departments of Psychiatry and Human Development and Psychology, University of California, Los Angeles, California, USA (Lord)
| | - Catherine Lord
- Department of Psychology, University of California Davis, Davis, California, USA (Waizbard-Bartov); The MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California Davis, Davis, California, USA (Waizbard-Bartov, Amaral); Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut, USA; Department of Pediatrics, University of Connecticut, Farmington, Connecticut, USA (Fein); Departments of Psychiatry and Human Development and Psychology, University of California, Los Angeles, California, USA (Lord)
| | - David G Amaral
- Department of Psychology, University of California Davis, Davis, California, USA (Waizbard-Bartov); The MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California Davis, Davis, California, USA (Waizbard-Bartov, Amaral); Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut, USA; Department of Pediatrics, University of Connecticut, Farmington, Connecticut, USA (Fein); Departments of Psychiatry and Human Development and Psychology, University of California, Los Angeles, California, USA (Lord)
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Davies J, Romualdez AM, Pellicano E, Remington A. Career progression for autistic people: A scoping review. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241236110. [PMID: 38477466 DOI: 10.1177/13623613241236110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/14/2024]
Abstract
LAY ABSTRACT Lots of autistic people are unemployed. Even when they are employed, autistic people might be given fewer opportunities than non-autistic people to progress in their careers. For example, assumptions about autistic people's differences in social communication might mean they are not given as many promotions. Indeed, we know that many autistic people are in jobs lower than their abilities (known as 'underemployment'). We reviewed 33 studies that tell us something about career progression for autistic people. Our review found that lots of autistic people want to progress in their careers, but there are many barriers in their way. For example, when they told their employer about being autistic, some people were given fewer opportunities. Research has also shown that autistic people do not get enough support to progress and that gaps in their employment history can make it difficult to progress. Our review suggested that good employment support (e.g. mentors) might help autistic people to progress in their careers. However, not much research has evaluated employment support for autistic people, which means we do not know how useful it is. Future research should find the best support that allows autistic people to live and work in ways that are meaningful to them.
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Affiliation(s)
- Jade Davies
- Centre for Research in Autism and Education (CRAE), Department of Psychology and Human Development, IOE, UCL's Faculty of Education and Society, UK
| | - Anna Melissa Romualdez
- Centre for Research in Autism and Education (CRAE), Department of Psychology and Human Development, IOE, UCL's Faculty of Education and Society, UK
| | | | - Anna Remington
- Centre for Research in Autism and Education (CRAE), Department of Psychology and Human Development, IOE, UCL's Faculty of Education and Society, UK
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Vincent J, Ralston K. Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:732-743. [PMID: 37353923 PMCID: PMC10913337 DOI: 10.1177/13623613231182756] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/25/2023]
Abstract
LAY ABSTRACT International research suggests that more autistic people are entering higher education. Currently, very little is known about this group in the United Kingdom, for example, we have little information about how many autistic people enrol at UK-based higher education institutions, their backgrounds, the academic programmes they study and what they do once they have graduated. Our study tries to explore these issues by comparing outcomes between autistic students, other disabled students and non-disabled students. We use population data collected by the Higher Education Statistical Agency in the United Kingdom, which included 1,326,416 graduates across the years 2012-2018. Our findings indicate that the degree subjects studied at university by autistic students are more diverse than often people think. We also found that graduates go on to work in a range of employment sectors following graduation but often experience worse outcomes in terms of access to full-time work and worse pay. We argue that universities and colleges must focus greater attention on developing better employment transition support for autistic students and graduates.
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Shevchuk-Hill S, Szczupakiewicz S, Kofner B, Gillespie-Lynch K. Comparing narrative writing of autistic and non-autistic College students. J Autism Dev Disord 2023; 53:3901-3915. [PMID: 35927514 DOI: 10.1007/s10803-022-05516-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/03/2022] [Indexed: 10/16/2022]
Abstract
We compared short stories by autistic (n = 19) and non-autistic (n = 23) university students. We used automated software and content analysis to code students' stories. We found that writings were more similar than different. However, autistic students' stories were rated at a higher reading level (p = .013) than non-autistic students'. Autistic students' stories contained fewer grammatical errors (p = .02) but were less likely to include a climax (p = .026). Autistic students reported more positive writing affect than non-autistic students (p = .026). Higher writing affect was associated with writing highly fictional texts (p = .03) that contained more sentences (p = .005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing.
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Affiliation(s)
- Sergey Shevchuk-Hill
- Department of Psychology, College of Staten Island, City University of New York, 2800 Victory Boulevard, Staten Island, 10314, New York, NY, USA.
| | - Shana Szczupakiewicz
- Department of Psychology, College of Staten Island, City University of New York, 2800 Victory Boulevard, Staten Island, 10314, New York, NY, USA
| | - Bella Kofner
- Department of Psychology, College of Staten Island, City University of New York, 2800 Victory Boulevard, Staten Island, 10314, New York, NY, USA
| | - Kristen Gillespie-Lynch
- Department of Psychology, College of Staten Island, City University of New York, 2800 Victory Boulevard, Staten Island, 10314, New York, NY, USA
- Graduate Center, City University of New York, New York, USA
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Saade S, Bockstal-Fieulaine B, Gillespie-Lynch K, Besche-Richard C, Boujut É, Johnson Harrison A, Cappe É. Evaluation of an Autism Training in a Much-Needed Context: The Case of France. AUTISM IN ADULTHOOD 2023; 5:289-300. [PMID: 37663443 PMCID: PMC10468555 DOI: 10.1089/aut.2022.0080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
Abstract
Background Autistic people in France have called for community education to reduce autism stigma. As such, training is needed to help university students appreciate autistic peers and autistic people they may work with in their future careers. Methods We adapted an autistic-affirming training from a training developed in other cultural contexts and evaluated it with 107 university students in France using a pretest-post-test design. Results Questionnaire responses suggested that our brief online training helped improve attitudes toward inclusion, autism knowledge, and stigma among future educators and psychologists in France. Participants' open-ended definitions of autism revealed increased alignment with the neurodiversity movement after training. Conclusions Findings suggest that wider-scale autistic-led adaptations of autism trainings like the one described in this report could begin to ameliorate autism stigma in France.
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Affiliation(s)
- Sabine Saade
- Department of Psychology, American University of Beirut, Beirut, Lebanon
| | | | - Kristen Gillespie-Lynch
- Department of Psychology, College of Staten Island & The Graduate Center of the City University of New York, Staten Island, New York, New York, USA
| | - Chrystel Besche-Richard
- Cognition, Santé, Société UR6291, Université de Reims Champagne Ardenne, Reims, France
- Laboratoire Fonctionnement et Dysfonctionnement Cognitifs (DysCo), Université Paris Nanterre, Nanterre, France
| | - Émilie Boujut
- INSPE Académie de Versailles, CY Cergy Paris Université, Paris, France
- Université Paris Cité, Laboratoire de Psychopathologie et Processus de Santé, F-92100 Boulogne-Billancourt, France
| | | | - Émilie Cappe
- Université Paris Cité, Laboratoire de Psychopathologie et Processus de Santé, F-92100 Boulogne-Billancourt, France
- Institut universitaire de France (IUF), Paris, France
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Mohamed S, Abbashar A, Abushama H. Women's career motivation: social barriers and enablers in Sudan. Front Psychol 2023; 14:1153613. [PMID: 37720639 PMCID: PMC10501794 DOI: 10.3389/fpsyg.2023.1153613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Accepted: 08/02/2023] [Indexed: 09/19/2023] Open
Abstract
Introduction This study presents an original contribution by examining an often-neglected country in the Middle East and Northeast Africa (MENA), with a specific focus on women's career research. It identifies challenges that have created barriers for Sudanese women's career progression, consequently limiting their opportunities for career and leadership growth. To conceptualize understand women's career motivations on a global and regional scale, the study conducted an in-depth review and analysis of literature, benchmarked similar countries, and incorporated psychological and organizational behavior theories, alongside examples of women's empowerment cases from the MENA region. Methods The study employs a multifaceted approach that involves exploring psychological and organizational theories, drawing insights from self-efficacy, stereotype, and implicit bias theories, as well as MENA empowerment cases. Additionally, an empirical investigation is conducted through an extensive three-round Delphi study involving 75 Sudanese women leaders from diverse sectors. The empirical findings are crucial for understanding obstacles faced by women and the impact of Sudan's unique social context on their career paths. Results The research findings shed light on the complex interplay of factors creating roadblocks for Sudanese women's career advancement. Sudan's distinctive social context significantly shapes and influences women's career motivations in diverse and interconnected ways. Empirical evidence from the Delphi study underscores the broad impact of these roadblocks, highlighting the multiplicity of challenges faced by women in Sudan. This comprehensive analysis not only aids in comprehending workplace obstacles but also provides valuable insights into the diverse experiences and needs of female employees. The findings emphasize the broad impact of these barriers on women, underscoring their varied challenges. Discussion The research holds far-reaching implications. By contextually identifying barriers that impede Sudanese women's career motivations, the study lays a foundation for targeted solutions. This understanding is grounded in historical, theoretical, and policy-making perspectives, enabling informed strategies to support women's advancement. The study also offers actionable policy recommendations for governments, workplaces, and stakeholders, facilitating women's career growth through policy reforms and capacity-building initiatives. Furthermore, its significance extends beyond Sudan, acting as a catalyst for developing gender-responsive policies in similar MENA countries and beyond.
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Affiliation(s)
- Souad Mohamed
- Middle East Centre, London School of Economics and Political Science, London, United Kingdom
| | - Aida Abbashar
- Middle East Centre, London School of Economics and Political Science, London, United Kingdom
| | - Hala Abushama
- The Gender Studies Institute, University of Khartoum, Khartoum, Sudan
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Waizbard-Bartov E, Fein D, Lord C, Amaral DG. Autism severity and its relationship to disability. Autism Res 2023; 16:685-696. [PMID: 36786314 PMCID: PMC10500663 DOI: 10.1002/aur.2898] [Citation(s) in RCA: 22] [Impact Index Per Article: 22.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 01/19/2023] [Indexed: 02/15/2023]
Abstract
Autism severity is currently defined and measured based exclusively on the severity levels of the two core symptom domains: social-communication and restricted or repetitive patterns of behaviors and interests. Autistic individuals, however, are often diagnosed with other medical, developmental, and psychological co-occurring conditions. These additional challenges such as intellectual disability, limited expressive and/or receptive language, and anxiety disorders, can have a tremendous impact on the day-to-day lives of autistic individuals, for both their adaptive functioning as well as their sense of wellbeing. Furthermore, the initial presentation of core symptoms and their likelihood of changing over time are influenced by the presence of such co-occurring conditions. In order to truly understand how a person's autism impacts their life, both core symptoms as well as other challenges should be considered. This approach was recently taken byThe Lancet Commission on the future of care and clinical research in autism, which proposed the term "profound autism" for a subgroup of individuals presenting with high core symptom severity, co-occurring intellectual disability, and little or no language, who require extensive long-term care. Considering other individual factors such as daily living skills, specific support needs and environmental resources would also enhance the evaluation of disability in autistic individuals. As currently employed in the assessment of intellectual disability, a multidimensional approach to autism could provide a more comprehensive system for classification of impairment. At present, however, there is no formal way to designate the combined effect of these different aspects of autism on a person's life. A comprehensive outlook that acknowledges impairments, capabilities, co-occurring conditions, and environmental factors would be useful for identifying subgroups of individuals as well as for determining individual needs and strengths in clinical assessments.
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Affiliation(s)
- Einat Waizbard-Bartov
- Department of Psychology, University of California Davis, Davis, California, USA
- The MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California Davis, Davis, California, USA
| | - Deborah Fein
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut, USA
- Department of Pediatrics, University of Connecticut, Farmington, Connecticut, USA
| | - Catherine Lord
- Departments of Psychiatry and Human Development and Psychology, University of California, Los Angeles, California, USA
| | - David G. Amaral
- The MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California Davis, Davis, California, USA
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Hamilton LG, Petty S. Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Front Psychol 2023; 14:1093290. [PMID: 36874864 PMCID: PMC9978378 DOI: 10.3389/fpsyg.2023.1093290] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 01/30/2023] [Indexed: 02/18/2023] Open
Abstract
The neurodiversity paradigm challenges pathologising accounts of neurodevelopmental differences, including autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD) and others. From a neurodiversity perspective, these differences in the way people perceive, learn about and interact with the world are conceptualised as naturally occurring cognitive variation, akin to biodiversity in the natural environment, which may bring unique strengths and challenges for individuals. An implication of this approach is that interventions designed to create contexts in which neurodivergent people can thrive are needed, in addition to those that seek to ameliorate individual-level difficulties. In this conceptual review, we consider how higher education can offer a context in which cognitive diversity can be noticed, welcomed and accepted with warmth. In universities, neurodiversity is one dimension of difference within an increasingly diverse student population, which overlaps - but is not synonymous - with disability. We argue that improving experience and outcomes for neurodivergent students should be a priority for universities aiming to produce graduates equipped to tackle the complex problems of contemporary society. Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learners. This realignment with the neurodiversity paradigm offers an antidote to bolt-on provisions for students who differ from the neuro-normative, and might enable neurodivergent thinkers to flourish within and beyond higher education.
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Affiliation(s)
- Lorna G Hamilton
- School of Education, Language and Psychology, York St John University, York, United Kingdom
| | - Stephanie Petty
- School of Education, Language and Psychology, York St John University, York, United Kingdom
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Anderson AH, Stephenson J, Carter M. A qualitative study of the transition to employment of former university students on the autism spectrum from Australia and New Zealand. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2022; 70:365-374. [PMID: 38699494 PMCID: PMC11062284 DOI: 10.1080/20473869.2022.2091912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 06/13/2022] [Indexed: 05/05/2024]
Abstract
Many former university students on the autism spectrum have poor employment outcomes despite strengths, qualifications, and ability. This article presents findings from a qualitative study of 11 former university students on the spectrum (self-identified: 2 males, 7 females, 2 non-binary, 18-50+ years), and five significant others (2 mothers, 3 spouses), from Australia and New Zealand. We identified issues associated with better and poorer transition to employment experiences (poor mental health, lack of support, poor interview skills). The former students also indicated a belief that it was not the role of a university education to prepare students for employment. This belief may have influenced their discipline choices and attitude towards using career supports and university employability components. The participants who studied non-vocationally specific qualifications described more difficulty with conceptualising their transition to employment, developing an employment goal, and finding work. It was suggested that universities may need to provide comprehensive transition to employment programs that develop the 'soft skills' required for employment and offer work placements for both vocationally and non-vocationally oriented courses to help students build skills that increase their employability.
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Affiliation(s)
| | - Jennifer Stephenson
- Department of Educational Studies, Macquarie University, North Ryde, Australia
| | - Mark Carter
- Department of Educational Studies, Macquarie University, North Ryde, Australia
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