My research has been funded by the Swedish Research Council, and I have received research and travel grants from Stiftelsen Elisabeth och Herman Rhodins Minne, Knut & Alice Wallenberg Foundation, the Forum for Asian Studies, as well as the Institute of Southeast Asian Studies. Three projects currently anchor my research in the sociology of education and work:
Sponsoring mobility and the making of governmental elites
This project examines a specific type of education to work trajectory: one where students are selected early and sponsored to study abroad in elite universities, with the obligation to return to their home country to take on a vocation in the public service. It uses the case of Singapore, a country with a recruitment system into the public service that has prioritised academic credentials for technocratic leadership and that offers itself as a suitable site for interrogating institutional arrangements that shape the selection of governing elites. Empirically, it builds on in-depth interviews conducted with Singaporean undergraduates studying at Oxbridge and four decades of annual reporting data from the Commission that finances these journeys. The analyses focus on two aspects. First, interrogating the educational backgrounds of scholarship recipients and the strong institutional linkages that enabled the traversal of these elite, transnational pathways. Second, examining what kinds of higher educational trajectories have been funded by the state through the history of this scholarship programme and what the financing of these trajectories mean for the knowledge, skills and dispositions expected of future governing elites.The findings from this project contribute by providing insights on a specific case of state-sponsored mobility, while offering broader implications for how we understand the role of travelling scholarships in facilitating the acquisition of knowledge as recipients are schooled for governmental work.
Publications (peer-reviewed) from this project:
Ye, Rebecca and Erik Nylander. (2020). Deservedness, humbleness and chance: Conceptualisations of luck and academic success among Singaporean elite students. International Studies in Sociology of Education, Online first https://doi.org/10.1080/09620214.2020.1789491
Ye, Rebecca (2016). Transnational Higher Education Strategies into and out of Singapore: Commodification and Consecration. TRANS: Trans-Regional and -National Studies of Southeast Asia, 4(1): 85-108. https://doi.org/10.1017/trn.2015.14
Ye, Rebecca & Erik Nylander. (2015). The Transnational Track: State Sponsorship and Singapore’s Oxbridge Elite. British Journal of Sociology of Education, 36(1): 11-33. https://doi.org/10.1080/01425692.2014.967837
The Transnational Track won the best early career researcher paper in the journal and has been subsequently included as a chapter in the following edited volumes:
- Elites in Education: Major Themes in Education. Agnes van Zaten (Ed), Taylor & Francis Ltd (2018)
- New Sociologies of Elite Schooling. Jane Kenway and Aaron Koh (Eds) Routledge (2017)
Ye, Rebecca (2020). Student migration during a global health pandemic. Discover Society. https://discoversociety.org/2020/03/26/student-migration-during-a-global-health-pandemic/
HIVE (HIgher Vocational Education)
Right competence at the right time – but for whom? Trajectories and aspirations within and beyond higher vocational education in Sweden
The aim of this study is to launch a mixed-methods examination of the social recruitment of participants into higher vocational education and their transition into the labor market. As one of the most recently established educational types in Sweden, higher vocational education (HVE) has undergone remarkable expansion in government investment over the last decade. The explicit focus of HVE is to equip training participants with the “right competence at the right time” in order for them to be integrated quickly into labor market segments where there is a need for workers. Government interest in this segment of the education system has soared due to labor market challenges posed by immigration, ageing, and gender segregation in the labor market—all of which HVE may be able to mitigate. However, despite this interest and investment, little is still known about the efficacy of this educational policy device, particularly, the trajectories and aspirations of its students. In this study, we will use newly available register data to study enrolees and graduates, their educational and employment trajectories pre- and post-HVE. We will also conduct longitudinal qualitative interviews at three distinct training sites. The research is designed so that the quantitative and qualitative analyses will feed into each other, thereby offering robust and meaningful analyses.
This project is funded by the Swedish Research Council.
The Aspirants: How faith is built in emerging occupations
Anticipating future demands in skills and workforce development has been a longstanding practice and challenge for governments and policy-makers. While such developments are examined closely at the national and regional levels, an even more pressing issue is to advance our understanding of how people who take on jobs in new and emerging fields embark on and persist in their occupational pathways. A striking feature of these occupations is their weakly defined and unstable nature. How do individuals traverse career trajectories with these characteristics? What drives and enables them to take the road less travelled? To address these questions, this research project set off from a distinctive occupational school in Sweden that prepares individuals for emerging occupational roles in digital work. Using an interpretative, longitudinal, and multi-method approach, this study focuses on a group of aspirants who were being trained to become specialists in extracting, analysing, and using digital data for the growth and profit of organisations. These individuals can be viewed as experiencing a double “not-yet” situation, since not only are they at the stage of aspiring to certain work roles, but the occupations to which they aspire are also in a nascent, not yet fully defined stage. This study accompanies them through significant events over the years: from when they are in training, to when they search for jobs, and, finally, when they begin the work experience.
Read the doctoral dissertation here.
Publications (peer-reviewed) from this project:
Ye, Rebecca. (2020). Reality tests: navigating education to work transitions into weak-form occupations. Journal of Education and Work, 33(3), 242–253. https://doi.org/10.1080/13639080.2020.1754364