A multi‐level process perspective on refugee workplace integration
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Prior research has suggested the need for complementary efforts by multiple stakeholders (government, NGOs, employers) to support workplace integration for refugees, but has paid less attention to how such programs are developed and enacted in specific settings, and how they then influence refugees' workplace integration trajectories. In this article, we develop a process perspective on refugee workplace integration, drawing on a qualitative longitudinal study of the deployment of an internship and mentoring program for skilled refugees in a Swedish manufacturing firm with a history of engagement with diversity and inclusion issues. The data include documents, observations, and 32 interviews with managers, mentors and refugee‐newcomers, the latter interviewed at three points in time during, shortly after, and three or more years after the internship. We derive a process model showing that although practices at the company level may be developed and enacted in a way that reflect goal complementarity between stakeholders, refugee experiences are nevertheless permeated by a shifting pattern of dialectic tensions as refugees progress through four phases of interaction with the firm (pre‐internship, internship, transition to employment, post‐transition). We highlight the central mediating role of the inclusionary practices of front‐line managers and mentors' in interaction with refugee‐newcomers' agency, learning and adaptation in facilitating transitions to first employment and even beyond.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it