Expectancy value narratives of unemployed mid-career workers in Singapore who do not participate in employment related upskilling

Wu, Adrian (2024) Expectancy value narratives of unemployed mid-career workers in Singapore who do not participate in employment related upskilling. Ed.D thesis, University of Glasgow.

Abstract

This dissertation explores the expectancy value narratives of unemployed mid-career workers in Singapore, focusing on those who do not participate in employment-related upskilling through SkillsFuture credits, a type of Individual Learning Account. Despite the availability of these credits aimed at encouraging lifelong learning and employability, a segment of the population remains disengaged. The study sought to understand the perceived value of upskilling from the perspective of ten individuals over 40 years old, unemployed and had not used their SkillsFuture credits to date. A mixed-methods approach to data gathering was employed, which consisted of an initial 17 item survey which served as a quantitative scoping mechanism to source for participants who fit the research criteria. With ten qualified participants sourced, the second stage of data gathering was achieved through narrative inquiry – 1 to 1, semi-structured interviews with each of the participants.

Eccles et al.'s (1983) Expectancy Value Theory (EVT) was employed to derive each participant’s expectancy of success and subjective task value attributions as a means of explaining their non-participation in upskilling. Recognising that participation or nonparticipation is influenced by both internal orientations and external factors, Cross’s (1981) situational, dispositional, and institutional barrier categories were secondarily employed as proxies of EVT’s cost construct. Thematic analysis revealed two main themes and a total of five sub-themes. These themes were then superimposed onto expectancy, subjective task value and barrier constructs.

The results revealed that while participants exhibited high expectancies of success in completing employability-related courses, they assigned low subjective task values across intrinsic interest, attainment, and utility dimensions. Notably, utility value—though low—emerged as the principal motivator for considering upskilling, contingent on the assurance of subsequent employment. The research also identifies the situational, dispositional, and institutional barriers affecting participatory behaviours.

The dissertation concludes by offering its practical contributions to current research, as well as suggesting avenues for future ones, ultimately aimed toward achieving a more holistic, aspirational, and “compassionate” definition of education.

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Boeren, Professor Ellen
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84642
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 31 Oct 2024 12:37
• Last Modified: 31 Oct 2024 12:43
• Thesis DOI: 10.5525/gla.thesis.84642
• URI: https://theses.gla.ac.uk/id/eprint/84642