An occupational work ethic inventory was completed by 3,822 union apprentices and 224 instructors (90% response). They reported a relatively high level of work ethic. Length of work experience and apprenticeship level were not significantly correlated with work ethic. Largest difference between instructors and apprentices was in maturity. (SK)

Discusses adolescents and their experiences with part-time employment. Considers what is known about student work experience and the problems faced. Suggests using books about adolescent work in the classroom. Provides a 15-item annotated bibliography of fictional works concerning adolescent work experiences. (HB)

The internship program at Cal Poly Pomona is based on Piaget's theory of intellectual development, enabling students to move from concrete to formal thought. Components include meetings with teacher/coordinators, establishment of learning objectives, group meetings, employer visits and evaluations, daily logs, and self-evaluative reports. (SK)

Application of single and simultaneous equation fixed-effects and random-effects shows that earnings appreciation with experience and depreciation with labor market interruptions are comparable for men and women. Adjusting for heterogeneity reduces the wage gap to 20%; adjusting for endogeneity reduces it nearly to zero. (SK)

When 54 campus recruiters identified best-fitting and worst-fitting applicants, the most frequently mentioned determinants of fit were job-related coursework or experience and such characteristics as articulateness, appearance, and communication skills. Organization-based fit dimensions were mentioned but to a lesser extent. (SK)

Experience in Europe shows that success in work-experience programs requires these key strategies: (1) emphasis on integration; (2) development of training requirements; (3) fine tuning of educational supply with industry demand; (4) local problem-solving procedures; and (5) recognition of the responsibilities of both education and industry. (SK)

Surveys journalism educators with terminal degrees and five or more years of professional experience regarding the relative merits of each. Discusses making the switch from professional work to academia; and discusses the doctorate and professional experience as important factors in teaching, research, and service. Offers suggestions to attract…

Employing organizations are the main beneficiaries of accreditation of work-based learning. Universities involved in providing it need to safeguard the interests of learners and society from exploitation. Work-based learning needs to be viewed beyond the narrow skills and competencies approach, recognizing and valuing practical judgment in job…

Comparison of 20 occupational therapists in gerontology with 20 in pediatrics found that societal and personal values, opportunity structures, attitudes and beliefs, experiences, and the context of work influenced choice of practice setting. Academic and clinical experiences were very influential for those in pediatrics. Those in gerontology felt…

Describes programs in several states that seek to ease students' transition to postsecondary education and careers by providing them with a range of learning options and ever-widening circles of experience that move them away from school. These programs tailor experiences and learning objectives to students' developmental levels and interests.…

Current New Jersey certification requirements (especially the residency mentoring components) have given professional school business administrators more oversight in admitting qualified individuals into the profession. Over the past 8 years, the field has opened to a wider field of candidates, many with accounting or auditing experience outside…

Interactive experiential learning about nutrition was undertaken by 11 registered nurses and 1 licensed practical nurse. Pretest scores averaged 56%, posttest scores 66%. Less-experienced nurses scored better; more-experienced nurses performed nutrition assessment most often. (SK)

"Teaching in the Factory" involved teams of engineering students in working on projects in a real factory at various stages of their education. Technical knowledge, team skills, and real-world experience were enhanced. Finding appropriate projects and enlisting industry cooperation were challenges for the faculty. (SK)

Conventionally, apprenticeship is understood as a linear journey from novice to expert in which "old-timers" mould their successors. This paper challenges the assumptions that expertise is equated solely with status and experience in the workplace, and that all novices and experts, regardless of context, are seen as the same.

This article reports the flow of talent at Zhongguancun. Zhongguancun, with its many enterprise opportunities, high returns, and concentration of large corporations, is an ideal place for talent to seek employment, and the flow of talent here is more lively than in other regions. The talent flow rate in Zhongguancun is 20 percent, but the flow…