1,720,963 research outputs found
Teamwork and the 'global graduate' : negotiating core skills and competencies with employers in recruitment interviews
No full text“The guys would like to have a lady" : the co-construction of gender and professional identity in interviews between employers and female engineering students
No full textGender and professional identity are intertwined particularly in professions where women are underrepresented, making gender identities and professional identities simultaneously relevant. A promising area for inquiry into identity construction (and one where the effect of actions to increase the proportion of women in professions such as engineering can potentially be observed) is graduate recruitment, a process designed to put novice professional identities to the test. This paper takes a social constructionist approach in exploring the discursive negotiation of female engineers’ professional identities and how these are co-constructed dynamically in interaction with gender identities in this important gatekeeping context. The analysis, which draws on examples from a dataset of 20 naturally occurring interviews between employers and final-year undergraduates at a university in New Zealand, focuses particularly on the interplay of gender in the necessary synthesis of personal and institutional discourses in constructing a professional identity. Ways in which gender is oriented to explicitly and/or implicitly in these gatekeeping encounters are shown to resonate with existing gender divisions (technical vs relational) in the androcentric professional context of engineering, undermining a pro-women recruitment stance. Central to the validation of professional identities by interviewers was the demonstration of “passion for engineering” but ways in which it was deemed to be demonstrated, such as through reasons for career choice and outside interests, were arguably gender-circumscribed. This further set of normative expectations, on top of the existing competency-discourse-driven requirement to fit candidates into prescribed categories, contributes invisibly to maintaining the homogeneous identity of the engineering profession. The tension between conflicting requirements for “difference” and “sameness” in the professional identities of female engineers is highlighted in a discussion of the ways gender is made relevant in the co-construction of these identities
Finding your first graduate role in engineering
No full textWhether you're about to start studying Engineering at university and want to know about your career options, or you're a graduate who wants to secure an Engineering role, Working in Engineering provides you with all the information you need. An engineering degree opens up doors and creates opportunities not open to other graduates and Working In Engineering helps you to to make the most of these opportunities. Whether you want to specialise in mechanical, civil, aerospace or electrical engineering Working in Engineering explains everything you need to know including what qualifications you'll need, what careers are open to you and applying for jobs. Find out: - How to get essential qualifications and further training - Where to look for roles and how to apply - Who the professional bodies are for each sector - What to expect on a day by day basis - How to progress in your Engineering career If you want a practical guide to Engineering careers and want to take your first steps to starting a successful Engineering career, Working in Engineering is the book for you
Unpacking unequal participation through developing linguistic awareness in group discussion tasks
No full textGroupwork interaction is a major focus for researchers and practitioners interested in promoting more equal participation in the multi-national classroom. Student dissatisfaction with multi-national groupwork is well documented, but less well understood to emanate from interactional mismatches that result, ultimately, in unequal participation. Discussion tasks are an important context in which the impact of certain linguistic/interactional strategies in empowering or disempowering participants has been exposed (e.g. Baxter 2002, 2015; Gee, 2017), but research addressing solutions to this problem is so far limited. In response to calls for wider implementation of methodologies such as those discussed by Marra (2013) for raising awareness of different communication styles, the present study explores an approach in which participants analyse their own interaction in a typical collaborative task. We draw on examples from a corpus of audio and video data collected from classroom interaction involving three diverse teams of students from China, France, Italy, Philippines and Pakistan taking an intensive course in the UK. We report how participants scrutinised the features of their own interaction by drawing on analytical categories such as turn distribution, topic shift, interruptions, and overlap, together with questions, feedback, and humour. By linking micro-level features of their discussions to macro-level concepts such as leadership (cf. Walker & Aritz 2014), they were able to articulate the impact of differences in each other’s communication patterns and styles. Implications for promoting more equal participation in multi-national groups and teams through developing linguistic awareness and understanding the impact of particular discursive strategies will be discussed
A comparison of incidental focus on form in the second language classroom and chatroom
No full textAlthough many second language learners still study in a traditional, face-to-face classroom, an increasing number of students now participate in virtual classrooms and communicate online. Regardless of the mode of communication, interaction and focus on form can be considered important components of the learning environment. This paper reports on a study comparing teacher and student interaction on a single communicative task. Three groups of teachers and students in a private language school in New Zealand conducted the task in a face-to-face context. Another four groups in a writing course at the University of Auckland conducted the same task in an online chatroom. Two of these groups included the presence of a teacher (moderated), while two groups consisted of only students (unmoderated). The frequency and characteristics of focus on form episodes (FFEs), in which participants took ‘time out’ to focus on linguistic form, was analysed. The results indicate that focus on form occurred in all three contexts; however, it was most frequent in the face-to-face context and least frequent in the unmoderated context. In addition, the majority of the FFEs were in response to learner errors and targeted both grammar and vocabulary. Finally, the use of emoticons and chat language in the teacher-moderated online context received considerable attention in the interaction
Juggling 'I's and 'we's with 'he's and 'she's : negotiating novice professional identities in stories of teamwork told in job interviews
No full textTeamwork is perennially among graduate employers’ most wished-for competencies, and how candidates respond to teamwork questions can be pivotal to success or failure. This chapter addresses novice interviewees’ struggles to construct professional competence in line with the normative expectations of the competency framework. Drawing on a corpus of 30 graduate interviews collected in New Zealand, the analysis highlights the discursive struggle to balance individual and team identities in orienting to achievements and difficulties, explored in terms ofBamberg’s (2011)three identity dilemmas: sameness/difference, agency/control, and constancy/change. It reveals how identities are talked into being in the tension between the “we” and the “I”, in attributing blame and in acknowledging a learning outcome, which are crucial to constructing an employable identity
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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