Browsing by Subject "työllistyminen"
Now showing items 1-3 of 3
-
(2018)The aim of this thesis is to study Startup Refugees network as a political intervention. Startup Refugees is a non-profit voluntary network, which supports asylum seekers with finding work and starting enterprises in Finland. The purpose is to explore, what kind of profiles Startup Refugees produces of asylum seekers and what factors and structures complicate asylum seekers’ employment and entrepreneurship in Finland. The theoretical framework draws upon postcolonial research tradition that problematises the boundaries and suppositions of modernity, social order and migration flows. The context of this study is the Finnish labour market and the positions of marginal groups in the labour market. This study utilises a mixed methods approach. The data consists of the Startup Refugees’ Profiles which contain information about asylum seekers’ education and professional history and background and their interest in entrepreneurship in Finland. The Startup Refugees Profile is a tool that helps Startup Refugees’ employers to match networks’ possibilities with asylum seekers. These profiles (N = 1021) have been collected in the Finnish reception centres between the years 2015 and 2017. These profiles have been analysed quantitatively. In addition, three Startup Refugees’ employers have been interviewed. These interviews have been analysed with content analysis. As an organisation, Startup Refugees has done things differently from the Finnish public sector. Among other things, Startup Refugees has created a model of fast employment. Outcomes of this network are more influential than Finnish government has done with employing immigrants so far.
-
(2021)Objectives. Neoliberal education policies have put pressure on strengthening the relationship between universities and working life, and universities expected to better prepare students for working life. Universities have long sought to meet the needs of the labor market by, among other things, increasing more work-oriented teaching, but nevertheless students face many employment-related challenges in transition from studies to working life and the number of unemployed with a university degree has increased. The working life equivalence of university studies has studied a lot, but qualitative research on students' personal experiences has lagged behind. The aim of this study was to find out the experiences of educational students about their capital supporting their employment and the factors accumulating them during their studies. In addition, the perceived benefits of capital in the transition from university studies to working life were examined. Methods. The study examined the experiences of students studying for a master’s degree in education about the capital supporting their employment during their studies, the factors accumulating them and their benefits in the transition from university studies to working life. The data consisted of seven semi-structured theme interviews. The interview data were analyzed using abductive content analysis method. Results and conclusions. Students described that they had accumulated a variety of forms of capital during their studies to support their employment. Capital accumulated most through internships, optional studies, organizational activities or other student activity and work experience, and the importance of these factors as a supporter of one's own employment emphasized. Instead, the connection between the formal studies related to the degree and working life was felt to be insufficient, and more concrete information was desired for the studies from the perspective of working life, for example by adding internships. In the transition from university studies to working life, the clarification of one's own work goal, the ability to identify, say and make one's own skills visible, and useful networks and interpersonal relationships that provide information about hidden jobs or a referee to support one's own employment seem to be important. It could be concluded from the results that the main subject studies in education in particular should better develop in a direction that supports the strengthening of student employment.
-
(2021)Goals. The aim of this study was to examine the challenges autistic university students face when searching for a job, and the supporting structures that universities offer. Research on autistic graduates’ transition between university and employment is scarce. The numbers of autistic students are on the rise in higher education. It is important to evaluate the structures that universities have in place to support their transition into employment. The autism spectrum condition manifests differently with every individual but there are some common characteristics: challenges in social interaction and communication, as well as repetitive and/or restricted behaviour. These characteristics can present challenges during job application. Research shows that especially job application and the processes involving it can create barriers for autistic graduates. Methods. The data is collected as a part of the IMAGE Project. Participants were Finnish autistic university students or recent graduates (n=7) and career advisors (n=5). Data was collected through semi-structured interviews during spring 2019. The interviews were transcribed and then analysed using grounded theory. Results and conclusions. This study shows that many autistic students didn’t use career services even though they recognized needs for support in searching for a job. Three aspects affected students seeking support from career services: 1) need for support and recognising it, 2) meeting the need for support and 3) accessibility of support. Many of the support needs expressed by autistic students were met by services offered by universities, but problems with accessibility of career services created barriers which hindered students from using the services. There were structures in place that guided students into career services but often getting help demanded that students actively seek it. This demand for self-directness may form a barrier for many autistic students. Based on this study universities should create systematic structures that guide students into services as effortlessly as possible.
Now showing items 1-3 of 3