Book chapter

Guidance Models and Practices Adopted Internationally to Promote the Exploration of Skills Relating to the Employability of Students with Disabilities. A First Meta-Analysis

Valentina Paola Cesarano
University of Naples Federico II, Italy

Marianna Capo
University of Naples Federico II, Italy

Maria Papathanasiou
University of Naples Federico II, Italy

Maura Striano
University of Naples Federico II, Italy


ABOUT THIS CHAPTER

Employability is defined as an interweaving of a person’s human, social and psychological capital, mediated by situational variables, which allows individuals to enter the job market with a professional personal project (Grimaldi, Porcelli, Rossi 2014). Nowadays, young people enter the job market through long, precarious, and poorly contextualized paths, while the socialization processes become recursive, discontinuous, and fragmented (Lodigiani 2010). A key role can be played by guidance services, which can start at university, to meet the demands of the (many) young people who are discouraged and disillusioned to the point where they cannot even imagine a job while still at university. In the employability stakes, what is even more complex is the encounter between young people with disabilities and the world of work, due to the persistence of stereotypes and stigmas. Research questions: What are the intervention models and guidance practices adopted by university guidance services internationally to promote the exploration of skills relating to the employability of students with disabilities? Objectives: To analyse the main intervention models and guidance practices adopted internationally to explore the skills associated with employability in students with disabilities. Methodology: It was decided to carry out a theoretical analysis of 20 scientific articles concerning the models and practices adopted to explore the competences relating to employability in certain university orientation services for students with disabilities in Italy, France, the UK, and the United States. NVivo software was used (Richards 1999) to systematically explore the scientific literature. Preliminary Findings: A first scientific paper showed that, like in Italy and France, the «Competence Balance Sheet» (Ardouin 2010) is the guiding practice in the USA, while in the UK, it is the Career Guidance Approach (Reid, Scott 2010). In the literature, orientation models and practices are also closely linked to the various patterns of employability. Final remarks: The implementation of guidance counseling paths aimed at exploring the skills associated with employability among all students and graduates is crucial to the completion of a viable strategic action in the University’s social function, as a part of new organizational models that take the plurality of learning opportunities into account
Read more

Keywords: employability, orientation, disability

Formats

PDF

Pages: 327-340

Published by: Firenze University Press

Publication year: 2018

DOI: 10.36253/978-88-6453-672-9.38

Download PDF

© 2018 Author(s)
Content licence CC BY 4.0
Metadata licence CC0 1.0

XML

Publication year: 2018

DOI: 10.36253/978-88-6453-672-9.38

Download XML

© 2018 Author(s)
Content licence CC BY 4.0
Metadata licence CC0 1.0

References

  1. Busnel M. (2010), L’emploi: un droit à faire vivre pour tous. Évaluer la situation des personnes handicapées au regard de l’emploi. Prévenir la désinsertion socio-professionnelle, Ministère du Travail, des Relations sociales, de la Famille, de la Solidarité et de la Ville, Paris.
  2. Cameto, R., Levine, P. and Wagner M. 2004, Transition planning for students with disabilities. A special topic report from the National Longitudinal Transition Study-2 (NLTS2). SRI International, Menlo Park.
  3. Carter E.W., Austin D., Trainor A.A. 2012, Predictors of Postschool Employment Outcomes for Young Adults with Severe Disabilities, «Journal of Disability Police Studies», 23, 27-51.
  4. Cavenago D. and Martini M. 2012, La prospettiva dell’occupabilità: un nuovo paradigma per affrontare i cambiamenti del mercato del lavoro, in Il mercato del lavoro negli anni della crisi, ERMES. Servizi Editoriali Integrati, Ariccia.
  5. Cavenago D., Magrin M., Martini M. and Monticelli C. 2012, Sviluppo personale e sviluppo professionale: fattori critici nella ricostruzione dell’occupabilità, in Id. Ipotesi di lavoro. Le dinamiche, i servizi e i giudizi che cambiano il mercato del lavoro, Aracne, Roma.
  6. College and Career Readiness and Success Centre 2016, Integrating employability skills: A framework for all educators, Retrieved from <https://ccrscenter.org/sites/default/files/EmployabilitySkills_Handouts.pdf> (01/2018).
  7. Getzel E. and Wehman P. 2005, Going to College: Expanding Opportunities for People with Disabilities, Brookes Publishing Company, Baltimore.
  8. Ghedin E. 2009, Ben-essere disabili. Un approccio positivo all’ inclusione, Liguori, Napoli.
  9. Grimaldi A., Porcelli R. and Rossi A. 2014, Orientamento: dimensioni e strumenti per l’occupabilità. La proposta dell’ISFOL al servizio dei giovani, «Osservatorio ISFOL», 4, 45-63.
  10. Forrier A. and Sels L. 2003, The Concept Employability. A Complex Mosaic, «International Journal of Human Resources Development and Management», 3, 102-124.
  11. Fugate M. and Kinicki A.J. 2008, A dispositional approach to employability: Development of a measure and test of implication for employee reactions to organizational change, «Journal of Occupational and Organizational Psychology», 81, 503-527.
  12. Fugate M., Kinicki A.J., Ashforth B.E. 2004, Employability: A psycho-social construct, its dimensions, and applications, «Journal of Vocational Behavior», 65, 14-38.
  13. Glaser B.G and Strauss A.L. 1967, The Discovery of Grounded Theory: Strategies for Qualitative Research, Aldine Publishing Company, Chicago.
  14. Hart Research Associates 2015, Falling short? College learning and career success: Selected findings from online surveys of employers and college students, Hart Research Associates for the American Association of Colleges and Universities, Washington (DC), Retrieved from <https://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdf> (01/2018).
  15. Lefresne F. 1999, Employability at the heart of the European employment strategy, «European Review of Labour and Research», 5, 460-480.
  16. Lippman L., Ryberg R., Carney R. and Moore, K. 2015, Workforce connections: Key “soft skills” that foster your workforce success: Toward consensus across the field, Retrieved from <http://www.fhi360.org/sites/default/files/media/documents/workforce-connections-soft-skills-small.pdf> (01/2018).
  17. Lodigiani R. 2005, I nuovi termini della socializzazione (alla cittadinanza) lavorativa, «Sociologia del lavoro», 117, 59-72.
  18. Magnano P. and Paolillo A. 2011, Orientamento e disabilità: un’analisi delle dimensioni psicologiche e psicosociali in un gruppo di studenti universitari. Life Span and Disability, «Ciclo Evolutivo e Disabilità», 14, 89-108.
  19. Manpower Group 2012, Talent Shortage Survey research results, Milwaukee (WI), Retrieved from <https://candidate.manpower.com/wps/wcm/connect/93de5b004b6f33c0ab3cfb4952b5bce9/2012+Talent+Shortage+Survey+Results_A4_FINAL.pdf?MOD=AJPERES> (01/2018).
  20. Nota L. and Rossier J. 2015, Handbook of life design: From practice to theory and from theory to practice, Hogrefe, Firenze.
  21. Nussbaum M. 2010, Not for profit. Why Democracy Needs the Humanities, Princeton University Press, Princeton.
  22. Richards L. 1999, Using NVivo in Qualitative Research, Sage, London.
  23. Sen A. 1999, Development as freedom, Oxford University Press, New York.
  24. Soresi S. 2007, Orientamento alle scelte: rassegne, ricerche, strumenti ed applicazioni, Giunti-Organizzazioni Speciali, Firenze.
  25. Hart Research Associates 2015, Falling short? College learning and career success: Selected findings from online surveys of employers and college students, Hart Research Associates for the American Association of Colleges and Universities, Washington (DC), Retrieved from <https://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdf> (01/2018).
  26. U.S. Bureau of Labor Statistics 2014, People with a disability: Labor force characteristics, Washington (DC), Retrieved from <http://www.bls.gov/news.release/disabl.nr0.htm> (01/2018).
  27. U.S. Department of Education 2016, Employability skills framework, Retrieved from <http://cte.ed.gov/employabilityskills/> (01/2018).
  28. Univers’emploi 2012, Guida metodologica. Principi di accompagnamento per favorire le transizioni degli studenti in situazione di disabilità verso il mondo de lavoro. Strumenti di formazione, Università degli Studi di Roma Foro Italico, Roma.
  29. Vorley T. and Nelles J. 2008, (Re)Conceptualizing the academy: Institutional development of and beyond the Third Mission, «Higher Education Management and Policy», XX (3), 109-126.

Export citation

Selected format

Usage statistics policy

  • 26Chapter Downloads

Cita come:
Cesarano, V.; Capo, M.; Papathanasiou, M.; Striano, M.; 2018; Guidance Models and Practices Adopted Internationally to Promote the Exploration of Skills Relating to the Employability of Students with Disabilities. A First Meta-Analysis. Firenze, Firenze University Press.


Distributori


Indici e aggregatori bibliometrici