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dc.contributor.authorImdorf, Christian
dc.contributor.authorHelbling, Laura A.
dc.contributor.authorInui, Akio
dc.date.accessioned2018-08-27T07:55:14Z
dc.date.available2018-08-27T07:55:14Z
dc.date.created2018-08-15T18:17:43Z
dc.date.issued2016
dc.identifier.citationJournal of Education and Work. 2017, 30 (5), 486-500.nb_NO
dc.identifier.issn1363-9080
dc.identifier.urihttp://hdl.handle.net/11250/2559374
dc.description.abstractEven though Japan and Switzerland are characterised by comparatively low youth unemployment rates, non-standard forms of employment are on the rise, posing a risk to the stable integration of young labour market entrants. Drawing on the French approach of societal analysis, this paper investigates how country-specific school-to-work transition systems stratify the risk of non-standard employment in early career differently in Japan and Switzerland. Our results reveal that in Japan, young entrants who completed university education are least at risk of becoming employed in non-standard work. On the contrary, it is the highly educated university graduates who mainly enter the labour market via non-standard employment in Switzerland, where vocational education promotes smooth transitions into standard employment relationships. Our findings suggest that the transition systems of the two countries differ in the way they revert to non-standard forms of employment. However, while job insecurities may not endanger labour market integration of highly skilled university graduates holding good career prospects in Switzerland, they may go hand in hand with social exclusion processes for the low-educated young entrants lacking bargaining power in the segmented Japanese labour market.nb_NO
dc.language.isoengnb_NO
dc.publisherTaylor & Francisnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleTransition systems and non-standard employment in early career: comparing Japan and Switzerlandnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber486-500nb_NO
dc.source.volume30nb_NO
dc.source.journalJournal of Education and Worknb_NO
dc.source.issue5nb_NO
dc.identifier.doi10.1080/13639080.2016.1243234
dc.identifier.cristin1602307
dc.description.localcode© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.nb_NO
cristin.unitcode194,67,25,0
cristin.unitnameInstitutt for sosiologi og statsvitenskap
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal