the changing nature of youth employment in australia: how can this be understood? professor erica...
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The changing nature of youth The changing nature of youth employment in Australia: How can employment in Australia: How can this be understood?this be understood?
Professor Erica SmithUniversity of Ballarat, Australia
What University Vice What University Vice Chancellors think about the Chancellors think about the youth labour marketyouth labour market
“Though graduates start work later in life [than in former decades] they earn significantly more during their lifetime.”
Professor Glyn Davis, Vice Chancellor Melbourne University (one of the ‘top’ universities in Australia), Boyer Lecture number 4, 5 December10
The reality of the youth labour market The reality of the youth labour market (aged 15 – future Melbourne University (aged 15 – future Melbourne University student)student)
What do we know about What do we know about student-working in Australia?student-working in Australia?Nearly all school students have had a formal
part-time job by the time they leave school; at least 75% at any one time from age 15 to 18.
Nearly all young university students who study full-time have a part-time job, unless they are among the very few eligible for government income support.
The average number of hours worked is around 9 for school students and around 15 for university students.
There are several motivations for working including financial, social, resume-building and a wish to establish independence.
What does the literature tell What does the literature tell us about working while us about working while studying?studying?Most literature still focuses on effects on
grades; the ‘exploitation’ of young people by employers; the ‘inferior’ nature of the industries in which they work; with some grudging acknowledgement of the employability skills learned during work
‘The ideal combination would be modest hours of work in a job relevant to a future career’ (NCVER report soon to be released)
These ways of looking at student-working didn’t seem to hold true when I started researching young people and work.
A series of research A series of research projects 2001-2009projects 2001-2009
1. School students’ learning from their paid and unpaid work (Smith & Green, 2001) (in-school surveys & case studies)
2. Learning and training in school-based new apprenticeships (Smith & Wilson, 2002)(survey of sample of school-based apprentices & trainees from State databases)
3. The development of employability skills in novice workers through employment (Smith & Comyn, 2003)(case studies in 12 companies)
4. How school-leavers’ workplace experiences while at school affect their career pathways (Smith & Green, 2005) (follow-up survey & telephone interviews with Project 1 and Project 2 students)
5. Changing the way that Australians enter the workforce: part‑time working careers of young full‑time school and tertiary students (Smith & Patton, 2006-8.) ARC Linkage project with 4 industry partners. (surveys in four schools over three years Year 10s followed through to Year 12; focus groups in three universities over years 1 to 3; longitudinal case studies in three sites each of two companies with managers, workers and head office staff)
6. Young people’s views of the labour market (Smith & Brown 2010). (surveys of all Year 10s and focus group of Year 10s in each of two Ballarat secondary schools)
A typical student-working A typical student-working career:12 to 15 yearscareer:12 to 15 years
16 to 25 years16 to 25 years
What did we find about students’ What did we find about students’ part-time work? The positivespart-time work? The positivesMost enjoy their jobs at least somewhat; Jobs provide self-esteem, social contact and
the development of employability skills;Holding down a job ensures the development
of time management skills; Managers positively enjoy developing
student-workers;Employers like McDonalds have systems to
develop novice (13-14 year old) workers;Major service sector employers provide
supervisory paths while still at school/uni, and fervently hope that their student-workers become future senior managers;
Some evidence that career decision making improves because of part-time work.
What did we find about students’ What did we find about students’ part-time work? The negativespart-time work? The negativesJobs are rarely discussed in school,
even with friends;Students occasionally struggle to
balance their jobs and school requirements, although many employers provide time off for exams etc;
Occasionally employers put pressure on students to do too many extra shifts;
The preponderance of student-working may discriminate against those who don’t or can’t work.
A new concept: The student-A new concept: The student-working careerworking careerThe career lasts for between five and twelve
years; It can involve moving among industries and
in and out of self-employment; It may involve several jobs at the same time; It may involve ‘full-time’ university study and
a part-time job that has a linked traineeship (apprenticeship) that leads to a vocational qualification;
It involves increasing levels of responsibility; It can result in a career position.
So what is the new way of So what is the new way of looking at students that looking at students that work?work?1985-1995: Work as a sideline to
study; can adversely affect study.1995-2005: Work as an opportunity for
learning.2005-: Work as a normal and
necessary part of life for all Australians of working age; ‘students’ balance work, learning and personal life just like adults do. They have a double or triple identity.
The young person aged The young person aged 15-2515-25
What is the meaning for long-term What is the meaning for long-term careers?careers?The vast majority of Australian workers now
enter the workforce as part-time workers while studying.
They develop a service orientation; they are used to working ‘unsocial hours’ and to negotiating with their employers about their working hours; they balance their time finely.
The employing companies try very hard to entice their student-workers to stay, using a range of incentives
Many young people change their career plans as the result of their student-jobs eg the CEO of McDonalds Australia.
Institutions should support the new flexible career rather than putting barriers in its way.
Issues for institutionsIssues for institutionsEducation providers (including
university vice-chancellors);Trade unions;Employers and employer
associations;Governments.
