‘The Internship’ : Precarious Work Futures #2

 

Copyright Elite Daily- The Internship 2013 Movie PosterThe smiling faces of Vince Vaughn and Owen Wilson currently decorating the sides of many local buses are advertising a new film called ‘The Internship’. Their cheerful demeanor informs us that the film is a comedy-but the rising number of internships appearing in the UK and European youth labour markets is far from a laughing matter.

The fact is that internships – short periods of often unpaid work- are rapidly becoming a structural feature of the transition into work for young people. How much this development has been driven by the recessionary economic climate is unclear, but internships are now being offered by an ever increasing number and range of employers. And as the number of paid opportunities for young people shrinks, these forms of employment are highly sought after, being seen as an important route onto the career ladder. An auction held recently at Westminster School of elite internships revealed how anxious parents are even prepared to pay high sums of money in order to secure this sort of occupational advantage for their children.

Copyright Ross Perlin Intern Nation PBYet the evidence also suggests that internships are highly diverse in terms of the experiences and benefits they offer to young people. Recruitment practices vary, as do employment conditions, benefits and rewards, occupational progressions and payment expectations. As such, Ross Perlin, author of Intern Nation, describes internship as ‘a many-headed monster’.  Whilst some organisations have been documented as providing highly-desirable and structured schemes with clear training  and career benefits for young people, at least a fifth of internships are unpaid, with smaller organisations the least likely to provide wages.

 

In addition, it appears that access to internships is unequal, strongly affected by education, social class, ethnicity, personal/family wealth. The most sought-after internships are often accessed through privileged contacts and a recent Cabinet Office (2009) report likened internship recruitment to an ‘informal economy’, where privileged access routes and non/low payment, render take-up unsustainable for young people without the necessary social networks and/or financial support.  In a development of Paul Willis’s findings on how working class kids end up with working class jobs, internships may have become a key mechanism for middle class kids to get middle class jobs, potentially also reproducing divisions of ethnicity, gender and place.

 

Copytight: Guardian.co.uk- intern serves coffeeIt would thus appear that there is somewhat of a paradox here: on the one hand internships can make a valuable contribution to (some) young men and women, the organisations they spend time in as well as the national economy which is of course benefiting hugely from all their hard work. On the other hand, internships can be highly discriminating, offering much needed work experience to the privileged few, or may be exploitative for the young people within them, with an absence of support and protection.

 

The problem is exacerbated by the fact that our knowledge of internships is scanty and unsystematic. With youth employment high on the policy agenda, now is the time for the issue to be investigated and questioned thoroughly.

 

See also: Precarious work futures? #1

 
 

Latest Insights: Digital technology, learner identities and school-to-work transition project

Michaela Brockmann

Latest Insights into the Digital technology, learner identities and school-to-work transition project by Michaela Brockmann.

 

We are an interdisciplinary working group at the Work Futures Research Centre at Southampton University. Funded through SIRDF (Strategic Interdisciplinary Research Development Fund), our aim is to explore the role of digital technology in the formation of learner identities and in school-to-work transitions. The project runs from February to December 2013.

In the context of rapid technological innovation, it is understood that digital skills are of increasing significance in education and employment and, in turn, for national economic performance (e.g. BIS 2009).

 

Digital TechnologiesDespite this, there is a debate about how to educate a digitally literate workforce. The British government has announced a thorough overhaul of the secondary school curriculum for IT, whilst there is concern across Europe (and beyond) that school leavers do not have the appropriate skills either for paid work or higher education. Many countries report shortages of highly skilled IT professionals.

Attention to this area has been divided between those who focus on how digital technologies are (or are not) used to deliver education and those concerned with the content of secondary school education for digital skills. There is a gap between our understanding of how students learn with digital technologies and what they learn about these technologies. This project aims to begin a dialogue to overcome this separation.

 

The project has an international perspective, focussing initially on Germany and the UK. These countries provide an excellent point of comparison, as they face seemingly similar issues but are different in context and structure, particularly regarding vocational education.

Questions include:

  • How does digital technology (inside and outside school) shape young people’s learning, their learner dispositions and identities?
  • How does the students’ informal learning of technology feed into the formal school context (is it encouraged or impeded)?
  • How does digital technology translate into post-compulsory education career choices?

The Association for Information Technology in Teacher EducationAs part of the project, we are hosting a series of seminars, each on a particular theme, with invited scholars and practitioners in order to explore relevant issues and concepts in this area of research. Details on the seminar series can be found here http://blog.soton.ac.uk/wfrc/

 

The working group is composed of academics from a range of disciplines, including members of the Education School (Dr Michaela Brockmann, Professor Alison Fuller), the School of Social Sciences (Professors Susan Halford and Pauline Leonard), and the School of Health Sciences (Professor Catherine Pope). The members are all part of the Work Futures Research Centre (WFRC), which draws itself on a range of disciplines including Sociology, Psychology and Physical and Applied Sciences and already has a large portfolio of research on the digital economy.

The research focus requires an interdisciplinary approach, concerned as it is with identity formation and learning careers, and the role of class, gender and ethnicity (sociology/sociology of education); with the structure and content of education and further education settings and the teaching and learning within these (education); and, in particular, the role of digital technology in learning.

Precarious work futures?

Amongst all the fuss about the recent Great British Class Survey (GBCS), a collaboration between social scientists Professor Mike Savage and Professor Fiona Devine of LSE and University of Manchester, and the BBC was the interesting observation that the group at the bottom of the social class structure are what the survey’s authors call  the “precariat” (or precarious proletariat). This group – the most deprived of the lot –  makes up 15% of the population, its members earn just ÂŁ8,000 after tax, have average savings of ÂŁ800, and are extremely unlikely to go on to higher education. Elsewhere Guy Standing has argued that what he labelled as the precariat is the “new dangerous class” while some others on the left have argued that “We are all the precariat”.

In the Work Futures Research Centre we were interested in the GBCS and the debate surrounding it because of what it told us about workers, different forms of capital and the enduring relationships between work and class. We were especially intrigued by the concept and delineation of precariat particularly the idea that these workers might be on limited, short term or zero hour contracts, those who experience maximum job insecurity.

Working as researchers in academia we are all too aware of the job insecurity of our own profession (in 2010/11 HESA data showed that 68.9% of research staff were on fixed term contracts, continually chasing new research jobs and experiencing redundancy and disruption). But we are also aware of research and commentary that suggests that a rise in freelancing work and especially the ‘micro-gig’ is a new way of working that is welcomed by employers and some employees.

Are these micro-giggers also the precariat?

On one hand, short term work or freelancing offers freedoms – to manage time and work life balance – on the other these ‘gigs’ often come with lower pay, reduced benefits (no sick or maternity pay or leave entitlement) and produce what look like very precarious working lives.

It is suggested that casual work is no longer the sole occupation for the unskilled (think dockers and agricultural labourers) and is becoming the preferred employment mode for professionals such as laywers and skilled technical workers. Reportedly, gig working is the major shift in working patterns of this century. This new mode of work even has its own nomenclature – this is the ‘Freelance Nation’ and ‘Generation flux’ and has spawned various websites (http://fiverr.com and www.elance.com) devoted to supporting ‘gig’ working.  In addition it appears that more of these new freelancers are women which we might expect as women often cluster in part time employment, but some writers suggest that this represents a rebalancing of work – that women have an answer to austerity and the economic ‘mancession’.

What does all this mean for Work Futures?  I’m not sure. Clearly we are living in very interesting, changing times.  There are issues here – about class, casualization, gender and employment.  All things that matter to those of us interested in the future of work.

 

References

Savage M, Devine F, Cunningham N. et al. A New Model of Social Class? Findings from the BBC’s Great British Class Survey Experiment. Sociology 2013 vol. 47 no. 2:219-250

Standing G.  The Precariat: The New Dangerous Class. London: Bloomsbury Publishing, 2011

Gender Equality at Work … an Unfinished Job

This has been a busy few weeks for those of us interested in issues of Gender Equality at Work. First, a report produced by Women’s Aid and the Fawcett Society in May showed that current government spending cuts have hit women disproportionately hard and are threatening to reverse any gains in gender equality which have been achieved over the last few years.  A key factor here is that the Coalition’s austerity measures have cut public sector jobs –the very jobs which are largely occupied by women. This has an effect on both women’s incomes and their pensions.  As Vivienne Hays, Chief Executive of the Women’s Resource Centre argues, “austerity should not be an excuse for discrimination”. Later in May, Harriet Harman’s Commission on the experience of older women in the workplace revealed how, of all presenters over the age of 50 on British TV, only 18% are women: fewer than one in five. Whilst 39% of TV presenters as a whole are women, the vast majority of these are under 50. Once women hit the age of 50, a combination of ageism and sexism ensures their careers are on the decline.  This is in spite of the fact that a BBC survey last year found that audiences would welcome more middle and older age women on television, providing positive role models and greater gender equality (Guardian 16 May 2013 p9). In June, we celebrated the centenary of the suffragette Emily Davison’s death. Exactly a century ago, she was knocked down by the King’s horse in the Epsom Derby as she attempted to draw attention to the Votes for Women Campaign. Fifty five years later, a group of women workers at the Ford Dagenham plant, infuriated by the pay structure which blatantly favoured male workers, made history by going on strike and marching to Whitehall. Their action resulted in the women agreeing to return to work and the conception of the Equal Pay Act of 1970. Now, in 2013, despite many improvements in gender equality in the workplace, there is still a 15% pay gap on full time hours, and this almost doubles in part time roles, many of which are filled by women. As the Fawcett Society argues, it is as if from 7th November to the end of the year, women work for nothing! Such issues of Gender Equality at Work are the focus of the PublicPolicy@Southampton Policy Commission currently being conducted by Susan Halford and myself. After our successful seminar at the House of Commons on International Women’s Day on the 8th March, we are in the process of interviewing a range of influential stakeholders including Kay Carberry, the Assistant General Secretary of the TUC and Scarlet Harris, Women’s Equality Officer at the TUC; Sarah Jackson and Liz Gardiner of Working Families, Baroness Margaret Prosser and Helen Sachdev of the Barclay’s Bank. The interviews will inform a Policy Briefing which will be disseminated later in the year in which the key question : ‘Gender Equality at Work : where are we now and how far have we still to go?’ will be addressed. Keep checking for further updates!

Inaugural Lecture of Professor Catherine Pope: Why Medical Sociology Matters

Inaugural Lecture Catherine Pope, Professor of Medical Sociology

21 June 2013 | 17:30 – 20:00

Lecture programme:  5.30pm Tea & coffee; 6.00pm Inaugural Lecture; 7.00pm Drinks reception

All welcome! RSVP at: http://catherinepopelecture.eventbrite.co.uk

For further details, please contact Tim Lees (t.lees@southampton.ac.uk)

 

Inaugural Abstract

Medical Sociology is one of the most successful branches of Sociology, applying as it does the study of society and social experience to the vital matters of what happens when we are ill or injured. Understanding ‘medicine’ by exploring the experience of health and sickness, and explaining the activity of healthcare organisations and professionals, is important not just because these things matter deeply to us and our loved ones when we are ill or injured, but also because this understanding gives us the power to intervene.

This lecture explores why Medical Sociology matters. It will draw on research and theory which has inspired me, and describe some of my own research about health care work (such as studies of secretaries managing waiting lists, and surgeons doing surgery) and organisational change in the NHS (ranging from the introduction of walk-in centres to computerised ambulance triage systems). I will argue that Medical Sociology is necessary and essential to understand and challenge health services and inform health care practice.

Catherine Pope: Bio

Catherine Pope is Professor of Medical Sociology in the Faculty of Health Sciences at University of Southampton. Her research has included ethnographic studies of waiting lists, operating theatres and ambulance journeys, and evaluations of NHS walk-in centres and NHS Treatment Centres, and Advanced Access to primary care. Most recently she has been studying a computerised decision support system in urgent and emergency care and the new health service commissioning arrangements. Thanks to a stint as deputy director of the RCUK Web Science Doctoral Training Centre, Catherine is also firmly enmeshed in research and teaching about the World Wide Web, including thinking about how the Web might be shaping health and health care. She was co-editor, with Professor Graham Crow, of Sociology and, with Professor Nicholas Mays, of the popular introductory text Qualitative Research in Health Care which has been translated into Japanese and Portuguese. She has also written (with Nicholas Mays and Professor Jennie Popay) a core text on Synthesizing Qualitative and Quantitative Health Evidence for the Open University Press.

Recognising the role and contribution of the intermediate level workforce in healthcare

In the wake of the scandal about healthcare standards at the Mid Staffordshire NHS Foundation Trust laid out in the Francis Report , the debate about the regulation and registration of the healthcare support workforce has been ratcheted up. The Times journalist Camilla Cavendish has been asked to undertake an independent review  in to the training and support of healthcare assistants, reporting to Government by the end of May 2013.

 

In this context a new report by members of the Work Futures Research Centre undertaken in collaboration with colleagues at the ESRC LLAKES Centre at the Institute of Education, London argues that the binary division between so called ‘qualified’ staff such as nurses, midwives, radiographers and healthcare scientists and ‘unqualified’ support staff is unhelpful and inaccurate.

Instead it reveals the increasingly important contribution being made to patient care by ‘intermediate’ level staff positioned between ‘registered professional’ and ‘semi-skilled’ grades. It concludes that policy has been silent on the role of intermediate level workers in relation to patient safety, and asks whether there could be distinctive expectations about their contribution. It is clear that all healthcare staff have a role to play in patient safety and high standards of care.

The project, commissioned by the Gatsby Charitable Foundation has recently been completed and the final report is available to download here.

Key Findings

The research looked at intermediate level work in a range of occupational fields including midwifery support, radiography support, dental technicians, and healthcare science. Of special interest was the education and training of different professional groups and the thorny issue of registration.  The project explored the views of a wide range of stakeholders and found that more accurate data on and better understanding of the roles undertaken by the intermediate workforce across the healthcare is needed to:

  • Help raise its profile and visibility
  • Help policy-making bodies monitor and plan for the size and development of this group
  • Provide the basis for developing a clearer relationship and alignment between qualification pathway and occupational level
  • Review the impact of the decline in the work-based education and training route for the availability of intermediate level posts and how and by whom they are accessed
  • Capture the contribution of intermediate level staff to patient care and safety
  • Explore how the regulation and registration of intermediate workers in specific occupational areas could better support and recognise their expertise

 

Full details:

Final report: ‘Technician and Intermediate Roles in the Healthcare Sector’, Alison Fuller, Jill Turbin, Lorna Unwin, David Guile and Julie Wintrup. The Gatsby Foundation, University of Southampton and the Institute of Education, London, 2013.

Contact: Professor Alison Fuller, University of Southampton

Seminar 3: Perspectives of Employers – Digital technologies and school-to-work transition

Seminar 3: Perspectives of Employers

Digital technologies and school-to-work transition

Thursday, 11th July, 4 to 6pm| Building 32, Room 2097

We are an interdisciplinary working group at the Work Futures Research Centre at Southampton University. Our aim is to explore the role of digital technology in the formation of learner identities and in school-to-work transitions.

This 3rd seminar in our series will explore the   ‘perspectives of employers in the field of IT’.

When?Thursday, 11th July, 4 to 6pm.

Where? Building 32, Room 2097, Highfield Campus, University of Southampton.

Presentations:

Confirmed speakers:

Julie Feest, Customer Director, e-skills UK

Bob Paton, Managing Director, Accenture

Oliver Pope & Hayley James, Apprentices, IBM

 

Tea & coffee will be served. There will be wine and nibbles after the seminar.

Background:

We are an interdisciplinary working group at the Work Futures Research Centre at Southampton University. Our aim is to explore the role of digital technology in the formation of learner identities and in school-to-work transitions. We are hosting a series of seminars, each on a particular theme, with invited scholars and practitioners in order to explore relevant issues and concepts in this area of research.

Questions that are of particular interest include:

  • How is digital technology used to deliver education?
  • How are digital skills taught in schools?
  • How does digital technology shape young people’s learning?
  • How does students’ informal learning of technology feed into the formal school context?
  • How does digital technology translate into post-compulsory education career choices?

Please note that spaces are limited and will be allocated on a first come, first serve basis. If you are interested in participating, please register with Torhild Hearn via email T.Hearn@soton.ac.uk and let her know of any special dietary or other requirements.

If you would like more information about the seminar series, do not hesitate to contact me at M.Brockmann@soton.ac.uk

We hope that you will be able to join us and look forward to a stimulating discussion.

Further details about the project can be found on the WFRC Blog Digital technology, learner identities and school-to-work transitions.

 

Useful DOWNLOADS:

Seminar 1: Introductory Session

Seminar 2: Practitioner Perspectives

Seminar 3: Perspectives of Employers in the Field of IT

Project details available here.

Seminar 2:‘Practitioner Perspectives’ – Digital technologies and school-to-work transition

Seminar 2 ‘Practitioner Perspectives’ | Digital technologies and school-to-work transition | Tuesday, 28th May, 4 to 6pm | Building 32, Room 2097

We are an interdisciplinary working group at the Work Futures Research Centre at Southampton University. Our aim is to explore the role of digital technology in the formation of learner identities and in school-to-work transitions.

We are hosting a series of seminars, each on a particular theme, with invited scholars and practitioners in order to explore relevant issues and concepts in this area of research.

 

 

This second seminar ‘Practitioner Perspectives’ will focus on IT practice in schools, the new ICT curriculum, and young people’s informal learning of IT.

When? Tuesday, 28th May, 4 to 6pm.

Where? Building 32, Room 2097, Highfield Campus, University of Southampton.


Presentations:

Cythia Selby- Subject Leader, ICT and Computing, Bay House School Sixth Form College: ‘Digital Technologies: A Post- 16 Perspective’

Phil Bagge- Hampshire County Council Lead Computing/ICT teacher, CAS Primary Facilitator: ‘How does students’ informal learning of technology feed into the formal school context?’

Tea & coffee will be served. There will be wine and nibbles after the seminar.

Questions that are of particular interest include:

  • How is digital technology used to deliver education?
  • How are digital skills taught in schools?
  • How does digital technology shape young people’s learning?
  • How does students’ informal learning of technology feed into the formal school context?
  • How does digital technology translate into post-compulsory education career choices?

Please note that spaces are limited and will be allocated on a first come, first serve basis. If you are interested in participating, please register with Torhild Hearn via email T.Hearn@soton.ac.uk and let her know of any special dietary or other requirements.

If you would like more information about the seminar series, do not hesitate to contact me at M.Brockmann@soton.ac.uk

We hope that you will be able to join us and look forward to a stimulating discussion.

 

Further details about the project can be found on the WFRC Blog Digital technology, learner identities and school-to-work transitions.

Useful DOWNLOADS:

Seminar 1: Introductory Session

Seminar 2: Practitioner Perspectives

Seminar 3: Perspectives of Employers in the Field of IT

Project details available here.

 

 

Seminar 1:‘Introductory Session’ – Digital technologies and school-to-work transition

Seminar 1 ‘Introductory Session’ | Digital technologies and school-to-work transition | Monday, 25th March, 3 to 5pm | Building 32, Room 2097

We are an interdisciplinary working group at the Work Futures Research Centre at Southampton University. Our aim is to explore the role of digital technology in the formation of learner identities and in school-to-work transitions.

We are hosting a series of seminars, each on a particular theme, with invited scholars and practitioners in order to explore relevant issues and concepts in this area of research.

 

 

This first seminar ‘Introductory Session’ will provide an overview of the project and introduce the wide context of introducing ICT into our curriculum.

If you would like more information about the seminar series, do not hesitate to contact me at M.Brockmann@soton.ac.uk

We hope that you will be able to join us and look forward to a stimulating discussion.

Further details about the project can be found on the WFRC Blog Digital technology, learner identities and school-to-work transitions.

 

Useful DOWNLOADS:

Seminar 1: Introductory Session

Seminar 2: Practitioner Perspectives

Seminar 3: Perspectives of Employers in the Field of IT

Project details available here.

 

 

Digital technology, learner identities and school-to-work transitions

A new interdisciplinary project aims to help young people with the transition from school to work.

The project entitled Digital technology, learner identities and school-to-work transitions in England and Germany, will run from February to October 2013.

An interdisciplinary working group will explore the role of the digital technology in the formation of learner identities, learning cultures and in school-to-work transitions and a series of seminars with national and international speakers are planned. The ultimate aim remains to develop a research proposal to the Economic and Social Research Council.

Southampton Education School’s Dr Michaela Brockmann and Professor Alison Fuller, alongside Professor Susan Halford and Professor Pauline Leonard in Social Sciences, have received an award from the Faculty of Social and Human Sciences’ Strategic Interdisciplinary Research Development Fund.

Dr Michaela Brockmann is also the English partner in the large EU Leonardo-da-Vinci Project, ‘Retail Sector Competencies’ (ReSeCo): Developing self and social competencies in vocational training for the retail sector, co-ordinated by Professor Matthias Pilz at the University of Cologne and involving partners in Germany, England, Poland and Italy.

This project aims to develop the personal and social competencies of young people and to help facilitate transition from school to work. One of the key outcomes will be a module handbook for use in colleges across Europe.

 

Contact Details:

Further details can be found on the WFRC website: www.southampton.ac.uk/wfrc/

Please contact Dr Michaela Brockmann M.Brockmann@soton.ac.uk for full details of all events.

 

Useful DOWNLOADS:

Seminar 1: Introductory Session

Seminar 2: Practitioner Perspectives

Seminar 3: Perspectives of Employers in the Field of IT

Project details available here.