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Purpose: This study investigated (1) the transition rate of elite world-class throwers, (2) the age of peak performance in either elite junior and/or elite senior athletes, and (3) if relative age effect (RAE) influences the chance of being considered elite in junior and/or senior category. Methods: The career performance trajectories of 5108 throwers (49.9% females) were extracted from the World Athletics database. The authors identified throwers who had reached the elite level (operationally defined as the World all-time top 50 ranked for each age category) in either junior and/or senior category and calculated the junior-to-senior transition rate. The age of peak performance and the RAE were also investigated. Results: The transition rate at 16 and 18 years of age was 6% and 12% in males and 16% and 24% in females, respectively. Furthermore, elite senior throwers reached their personal best later in life than elite junior throwers. The athletes of both genders considered elite in the junior category showed a large RAE. Interestingly, male athletes who reached the elite level in senior category also showed appreciable RAE. Conclusions: Only a few of the athletes who reach the top 50 in the world at 16 or 18 years of age manage to become elite senior athletes, underlining that success at the beginning of an athletic career does not predict success in the athlete’s senior career. Moreover, data suggest that being relatively older may confer a benefit across the whole career of male throwers.

Preparing graduates for their future beyond the classroom is of importance in today’s society, where the employment landscape is ever-changing and expanding globally. However, recent research suggests that knowledge acquisition is insufficient, and it must go part and parcel with the development of lifelong skills in problem-solving, critical reflection, and adaptability to support successful career trajectories. Experiential learning (EL) is understood as enticing students to think critically about learning through the application of knowledge using transferable skills in contexts beyond the university. This is especially true for international learning experiences. Nevertheless, despite over a decade of EL, neither professors nor university administrators have data about the impact of international courses on post-graduation career pathways. This scoping literature review was conducted to identify the current state of knowledge regarding the impact of international EL courses on transferable skills and future career trajectories of undergraduate students and recent graduates. A five-stage framework for conducting this review proposed by Arksey and O’Malley (2005) was followed and aided in identifying two emerging perspectives of international learning, the students’ and the employers’. Three gaps of knowledge requiring further inquiry were highlighted and will be addressed to support the overarching goal of this study.

Рассмотрен разрыв, существующий между карьерными ожиданиями и траекториями молодых ученых и студентов, обучающихся по направлению «Политология» и смежным специальностям. Для того, чтобы понять причины неудовлетворенности молодых людей карьерными перспективами, необходимо оценить потребности, связанные с их профессиональным будущим. Эта задача была реализована с помощью факторного и ANOVA-анализа результатов анкетирования молодых политологов. Полученные данные свидетельствуют о противоречиях во взглядах молодых ученых на будущую профессию. В частности, есть разночтения между мотивами поступления на специальность и приоритетами в выборе будущей работы, между оценкой перспективности тех или иных профессий и желаниями самих молодых людей. К тому же было выявлено, что чем старше молодой ученый, тем с большей вероятностью он выбирает профессиональную траекторию, связанную с исследованиями и аналитикой, а студенты бакалавриата (особенно младших курсов) считают государственную службу и политическую деятельность наиболее перспективными направлениями самореализации., Within the framework of this article, the gap that exists between career expectations and trajectories of young scientists and students studying in the direction of "Political Science" and related specialties is considered. In order to understand the reasons for young people's dissatisfaction with career prospects, it is necessary to understand the needs associated with their professional future. For this, a survey was conducted, the data of which were analyzed by means of factorial and ANOVA analysis. The results obtained testify to the contradictions in the views of young scientists on the future profession. In particular, there are discrepancies between the motives for entering a specialty and the priorities in choosing a future job, those professions that young people consider promising and those that they themselves would like to connect life with. In addition, it was found that the younger a scientist, the more likely he is to choose a professional trajectory related to research and analytics, and undergraduate students (especially undergraduate students) consider public service and political activity to be more promising.

В настоящее время все больше внимания уделяется карьерным траекториям молодежи, особенно выбору и развитию академической карьеры выпускников. Как следствие, авторы статьи нацелены определить и проанализировать факторы, влияющие на выбор профессиональной траектории на основе проведённого эмпирического исследования среди магистрантов Санкт-Петербургского государственного экономического университета. Результатом анализа являются представленные выводы на основе собранных данных., Currently, more and more attention is paid to the career trajectories of young people, especially the choice and development of the academic career of graduates. As a result, the authors of the article aim to identify and analyze the factors influencing the choice of a professional trajectory based on an empirical study conducted among undergraduates of the St. Petersburg State University of Economics. The result of the analysis is the presented conclusions based on the collected data.

Over the last 15 years, research on the effects of different types of education on labour market integration and labour market outcomes has evolved. Whereas much of the early work analysed school-to-work transition outcomes, the focus of more recent studies has shifted to the relationship between educational achievement and mid- and long-term labour market outcomes. The overarching question of this body of research asks whether the allocation to different types of education leads to different skill sets, to different employment opportunities and to jobs offering unequal wages, job autonomy or job security. However, pivotal issues related to the comparison of vocational and general types of education or upper-secondary and tertiary-level qualification remain ambiguous and are hampered by a lack of suitable data and methodological problems. The aim of this issue is to further this debate and to provide more insights into the relationship between individual and contextual factors, allocation within the educational system, educational achievement and labour market outcomes over the life course. The 12 articles collected in this issue highlight the importance of focussing on the specific features and functions of different education tracks and programs, of applying data and methods suitable for such analyses and of considering the interplay of different determinants of education outcomes, such as social origin, gender or ethnicity.

Public health professional education and workforce capacity is emerging as an area of scholarly interest. Studies in Australia and internationally have principally been confined to normative descriptions of educational programs and workforce profiles. There has been little consideration of the actual experiences of those learning to become public health professionals and how this might shape the formation of identities and capacities. This study investigated the subjective experiences of professionals from predominantly clinical backgrounds as they made the transition to the field of public health practice. Conducted as a real-time longitudinal qualitative case study, the research traced twenty-one self-selecting participants across a three-year work-based program offered by a state health system and its new university partner. The study sought to explore participants' understandings of their learning and professional identities as they navigated across multiple sites of practice to achieve program outcomes as multidisciplinary public health professionals destined for senior health service positions. The principal method of inquiry was an iterative series of in-depth interviews with participants over a three-year period, which produced a set of unfolding biographical narratives of their experiences in entering and participating in the Program. With temporality built into the research method, a diachronic analysis was used to seek patterns of change and continuity within and across participants' biographies for interpreting processes of learning and professional formation. A key finding was that becoming a public health professional in this context defied a simple developmental model of professional learning and identity. Rather, it was a complex personally mediated process of engaging in liminal identities and possible selves connected to former professional careers, program affordances and perceived areas for claiming legitimacy in the field of public health. The study contributes to knowledge of career transitions in the health professions and advances knowledge on professional learning and identity formation in public health. It illuminates the ambiguity of what constitutes ‘a public health professional’ within the Australian context and explores the wider institutional landscape for forging a career path into senior public health for those from diverse professional backgrounds.

Une lecture néo-élitiste des rapports entre les élites gouvernementales et les élites politico-administratives permet de saisir les nouveaux rapports de pouvoir à l’œuvre aux sommets de l’État français. L’article montre comment durant ces vingt dernières années une élite du Welfare s’est constituée autour de processus de décision dans un secteur particulier. En partant de l’analyse du changement dans les politiques du secteur social, est exposé comment une élite partageant une logique d’action collective a progressivement affirmé son identité de groupe. Forte d’une cohérence dans sa vision des politiques, de relations avec des corps d’inspection (Cour des comptes, Igas), elle se trouve capable d’influencer fortement la décision politique. Le processus d’institutionnalisation de l’élite du Welfare se confirme avec l’émergence de longues carrières sectorielles qui conduisent à la maîtrise d’un savoir professionnel peu égalé. Au total, on se trouve en présence d’une élite unifiée susceptible de marquer durablement le devenir du Welfare State en France. A neo-elitist interpretation of the relations between the governmental and administrative elites helps us understand new power relations at the top of the French state. Light is shed on the formation, during the last twenty years, of a “welfare state elite”, which has arisen around decision-making in the social service sector. An analysis of changes in social policies shows how an elite that has shared the same purposes in collective action has gradually asserted its identity as a group. With a very coherent view of public policies and of relations with the authorities exercising oversight (Cour des Comptes, IGAS), this elite has proven capable of exercising a strong influence over policy-making. Its institutionalization is corroborated by the long careers in this sector that lead to controlling professional know-how. In brief, a unified elite has arisen that might well leave lasting marks on the future of the French welfare state.

In this paper we consider the potential of autobiographical narratives for accessing ‘storied knowledge’ in research around geographies of health voluntarism. We firstly consider what is meant by elicited autobiography and how the narrative approach has been used in research more broadly. Drawing on fieldwork undertaken in Manchester, UK and Auckland, New Zealand we then demonstrate how this approach has helped us to map out and unpack the career journeys of mental health activists working within and across the voluntary and statutory sectors. Through our autobiographical narratives we illustrate how this approach has enabled us to elicit important insights into the triggers and trajectories underpinning mental health activism and how events and moments in time have provided critical junctures in these trajectories. We consider places as sites of significance in activist career paths; and as central to the researcher-participant gestalt within which the autobiography is elicited and recounted. The autobiographical process, we suggest, offers reflective insights into mental health activism that might not otherwise be gained using more conventional methodologies.

There exists a rich body of scholarly literature that analyzes Moroccan mobilities between the two shores of the Mediterranean. Existing research has examined the relational systems and circulatory practices that Moroccan migrants develop between their countries of immigration and Morocco, while exploring family links, commercial activities, and social, transport and associative networks connecting the spaces of origin, transit and settlement (Tarrius, 1992; Charef, 1999; Peraldi, 2002; Schaeffer, 2004; Lacroix, 2005; Dumont, 2007; Arab, 2009). While this literature has repeatedly pointed to important changes in the socio-professional profiles of Moroccan migrants, it does not address specifically the issue of their level of education and professional qualification. Except for a few studies on the mobility of Moroccan students, principally in France (Gérard, 2008; Laffort, 2009; Mazzella, 2009), the migratory practices of highly skilled Moroccans remain a forgotten subject in migration studies. Some studies have explored, in a broad sense, the causes, costs and public policies implemented to take advantage of such international mobilities: yet, to our knowledge, very few (if any) have discussed the social and spatial dynamics involved, and even fewer have focused on the individual paths, professional trajectories and migratory strategies enacted by highly skilled Moroccans who circulate abroad. Faced with this observation, this research aims to provide additional insight into the migration of highly skilled Moroccan graduates to France, and to present a finer analysis of their migration paths and professional trajectories. Specifically, we will look at how these highly skilled Moroccans move: what resources do they mobilize and what meaning do they give to their migratory experience? Working in highly skilled jobs, how do their migration paths and career trajectories influence each other? Why and how do some of them choose to settle in France after their studies? Why and how do others prefer to return to Morocco? And, in turn, why and how do others choose to move between the two countries? These are the fundamental questions that animate this study and structure its main research question, Nombreux sont les travaux qui analysent les circulations migratoires des Marocains entre les deux rives de la Méditerranée. Ces recherches ont amplement appréhendé les systèmes relationnels et les pratiques circulatoires que les migrants marocains développent entre leurs pays d’immigration et le Maroc, tout en explorant les liens familiaux, les activités commerciales, les réseaux sociaux, de transports et associatifs reliant les espaces d’origine, de transit et d’installation (Tarrius, 1992 ; Charef, 1999 ; Peraldi, 2002 ; Schaeffer, 2004 ; Lacroix, 2005 ; Dumont, 2007 ; Arab, 2009). Bien qu’elle souligne à plusieurs reprises les changements importants des profils socioprofessionnels des migrants marocains, cette littérature scientifique ne renseigne pas sur les tendances plus spécifiques de leur niveau d’éducation et de qualification professionnelle. Hormis quelques travaux sur la mobilité des étudiants marocains, principalement en France (Gérard, 2008 ; Laffort, 2009 ; Mazzella, 2009), les circulations des Marocains hautement qualifiés restent les oubliées des études migratoires. À l’exception de certaines études explorant, dans une approche généraliste, cette forme de migration internationale marocaine à l’aune des causes, des coûts et des politiques publiques mises en place pour en tirer profit, on ne connait pas, ou très peu, les dynamiques sociales et spatiales qu’elle renferme, encore moins dans une perspective qui appréhende les parcours individuels, les trajectoires professionnelles et les stratégies migratoires des personnes qui en sont les acteurs. Face à ce constat, cette thèse de doctorat vise à apporter un éclairage complémentaire sur la migration des Marocains hautement qualifiés diplômés en France, et à présenter une analyse plus fine, à la fois de leurs parcours migratoires et de leurs trajectoires professionnelles. Comment ces Marocains hautement qualifiés migrent-ils ? Quelles ressources mobilisent-ils et quels sens donnent-ils à leur expérience migratoire ? Occupant des emplois requérant des niveaux d’éducation supérieurs, comment leurs parcours migratoires et leurs trajectoires professionnelles s’influencent-ils ? Pourquoi et comment certains d’entre eux décident de s’établir en France à l’issue de leurs études ? Pourquoi et comment d’autres préfèrent retourner au Maroc ? Et pourquoi et comment d’autres encore choisissent-ils de circuler entre les deux pays ? Telles sont les questions fondamentales qui structurent ce travail doctoral et autour desquelles se cristallise sa problématique de recherche