Relevant bibliographies by topics / Career

Academic literature on the topic 'Career'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Career"

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Mihajlović, Dubravka, and Aleksandra Popović. "Karijerno vođenje i savetovanje u evropskim dokumentima." Obrazovanje odraslih/Adult Education 12, no. 2 2012 (2012): 27–46. http://dx.doi.org/10.53617/issn2744-2047.2012.12.2.27.

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Traditionally understood careers, are now being opposed to the concept of modern careers which brings along a great number of changes in the process of carrer guidance and counseling. Career guidance and counseling thus becomes recognized as an instrument of change on a personal and social level. Also, the process is recognized as a lifelong process. The paper discusses the career guidance and counseling. in the terms of European documents. Research of European documents was conducted to examine the main characteristics of carrer guidance an counseling for adults, which are listed in these documents, more accurately, identification of the activies and the holders of career guidance and counseling, and also identification of the target groups which are included in the process. Identification of these aspects is recognized as an important resource in the understanding of the new tendencies in this area.
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Karakus, Filiz. "A retrospective view from traditional to boundaryless career and career success." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 3 (May 1, 2021): 65–81. http://dx.doi.org/10.20525/ijrbs.v10i3.1131.

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An increasingly dynamic career context has changed the nature of careers and led to the emergence of more autonomous and self-directed boundaryless careers. The common idea in different forms of boundaryless careers is mobility. Psychologically and physically mobile individuals start to manage their own careers in terms of their personal pursuits. In such a career environment, the nature of career success has also changed. The importance of subjective career success has been emphasized more than objective career success because only individuals themselves can meaningfully define and assess their career success with reference to their own self-defined standards, needs, and values in such an unstable environment. With the transmission of career responsibility to the individuals, the need to develop career competencies as knowing why competencies, knowing whom competencies, and knowing how competencies emerge in order to survive and become successful. This study reviews career concept and the new perspectives as a boundaryless career within a constantly changing environment which makes it impossible to become successful unless gaining new competencies and survival methods and the new perspectives on career success with a growing increase in subjective career success instead of objective career success
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Haase, Sandra, Erica Thomas, and Jan Francis-Smythe. "Applying career competencies in career management." Assessment and Development Matters 5, no. 1 (2013): 2–5. http://dx.doi.org/10.53841/bpsadm.2013.5.1.2.

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Changes in the labour market mean that individuals are increasingly required to take more responsibility for their own careers. In order to do so, they have to develop the skills and abilities necessary to secure employability. However, many employees need help in managing their careers (Kidd et al., 2004). One effective way of supporting individuals in their career development is though career guidance emphasising competencies. This article follows a previous article (Haase at al; ADM, 2012) and presents a recent study into the development of career competencies in police officers.
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Akkermans, Jos, Anne Keegan, Martina Huemann, and Claudia Ringhofer. "Crafting Project Managers’ Careers: Integrating the Fields of Careers and Project Management." Project Management Journal 51, no. 2 (November 7, 2019): 135–53. http://dx.doi.org/10.1177/8756972819877782.

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Project managers experience unique careers that are not yet sufficiently understood, and more people than ever before are pursuing such careers. The research on project management and careers is therefore urgently needed in order to better understand the processes and systems shaping the careers of project managers. We address this gap by reviewing several key career theories and constructs and examining how these are mobilized to understand project managers’ careers in existing research. Our main conclusion is that boundaryless career theory has been the dominant career perspective in project management research, whereas other career theories—specifically protean career theory, social cognitive career theory, career construction theory, and sustainable career theory—are far less often mobilized as a basis for studies. We also find that some of the most popular constructs in careers research, such as career success and employability, have been used in recent project management research. However, their use in these studies is often implicit and does not necessarily leverage existing work from the careers field. We argue that there is strong potential for further and more systematic integration between project management and careers research in order to enrich both fields, and we offer a research agenda as a starting point.
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Kilic, Eren, and Hakan Kitapci. "Contextual and Individual Determinants of Sustainable Careers: A Serial Indirect Effect Model through Career Crafting and Person-Career Fit." Sustainability 16, no. 7 (March 29, 2024): 2865. http://dx.doi.org/10.3390/su16072865.

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The evolving nature of contemporary careers has sparked an interest in the sustainability of individual careers, which encompasses the pursuit of careers in a manner that promotes health, productivity, and overall happiness. Although previous studies have provided valuable perspectives on sustainable careers, there remains a notable lack of evidence regarding the interplay between individual and contextual determinants in crafting sustainable careers. Therefore, integrating the framework of sustainable careers with the Conservation of Resources (COR) theory, this study proposes a serial indirect effect mechanism that examines the relationship between contextual determinants (i.e., work/family demands and resources) and career sustainability indicators (i.e., work-family balance, employability, work engagement, and work strain) sequentially through career crafting and person-career fit. A two-wave time-lagged survey was conducted with 412 employees from Turkey. Hierarchical regression analyses were performed to test the proposed model, while Process Macro analyses were conducted to examine the serial indirect effects. Results showed that contextual demands and resources were positively associated with career crafting and such career initiatives were related to optimized person-career fit and career sustainability indicators. Notably, contextual determinants were indirectly related to employability and work engagement serially via career crafting and person-career fit. Highlighting the importance of a whole-life perspective in career development, which involves work and family contexts, this study reveals the integral role of career proactivity and its interplay with contextual determinants in building sustainable careers.
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Müller, Camila Vieira, Angela Beatriz Busato Scheffer, and Lisiane Quadrado Closs. "A trip can transform your life: life and career experiences in contemporaneity." Administração: Ensino e Pesquisa 21, no. 3 (September 1, 2020): 425–53. http://dx.doi.org/10.13058/raep.2020.v21n3.1786.

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Based on real data, the following case describes Marília’s career and life paths. Marília is a young executive who lives a moment of reevaluation in both professional and life aspects. A lack of life meaning led her to do volunteer tourism, seeking significant experiences and self-development in both career and life. The case aims to understand contemporary careers conceptions in its relations with the current marketplace, and how they are related to Marília’s career decisions. Career is defined as a series of experiences that allows personal development and enhance individual employability. The case allows to (a) comprehend, throughout the volunteer tourism experience, how different experiences can foster and build contemporary careers thru theoretical frameworks like protean career, borderless career, kaleidoscope career, and sustainable career.(b) situate the raise of contemporary careers conceptions; (c) highlight the main features of these conceptions; (d) compare the traditional career path with the contemporary careers; (e) understand Marília’s career decisions in life and work contexts, which includes the decision to travel in a volunteer tourism experience; (f) encourage the discussion of other life experiences that might add value to contemporary careers.
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Mattozzi, Andrea, and Antonio Merlo. "Political careers or career politicians?" Journal of Public Economics 92, no. 3-4 (April 2008): 597–608. http://dx.doi.org/10.1016/j.jpubeco.2007.10.006.

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Nilawati, Levi, Engelbertha E. Silalahi, and Endang Sulistyaningsih. "PENGUKURAN DIMENSI KARIER PROTEAN DAN BOUNDARYLESS: KOMBINASI ATAU IMPLIKASI." Prosiding Working Papers Series In Management 15, no. 1 (May 19, 2023): 265–79. http://dx.doi.org/10.25170/wpm.v15i1.4688.

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Contemporary career research is characterized by the concepts of boundaryless and protean careers. The concepts of boundaryless and protean careers are compared in this review. The boundaryless career concept is profiled according to Sullivan and Arthur's categories of physical and psychological limitations. The protean career concept is discussed based on the degree of self-directed and value-oriented career orientation exhibited by a career actor. The researcher combined the protean and boundaryless career descriptions to produce eight career profiles based on a combination of boundaryless and protean career orientations. These eight profiles were examined in terms of the challenges to career actors and individuals that assist them in individual career development.
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Layton, Rebekah L., V. Scott H. Solberg, Arthee E. Jahangir, Joshua D. Hall, Christine A. Ponder, Keith J. Micoli, and Nathan L. Vanderford. "Career planning courses increase career readiness of graduate and postdoctoral trainees." F1000Research 9 (February 3, 2022): 1230. http://dx.doi.org/10.12688/f1000research.26025.2.

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Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.
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Layton, Rebekah L., V. Scott H. Solberg, Arthee E. Jahangir, Joshua D. Hall, Christine A. Ponder, Keith J. Micoli, and Nathan L. Vanderford. "Career planning courses increase career readiness of graduate and postdoctoral trainees." F1000Research 9 (October 13, 2020): 1230. http://dx.doi.org/10.12688/f1000research.26025.1.

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Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.
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Dissertations / Theses on the topic "Career"

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Bennet, C. "Art teachers' careers and career perceptions." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381777.

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Bown-Wilson, Dianne. "Career progression in older managers : motivational and gender differences." Thesis, Cranfield University, 2011. http://dspace.lib.cranfield.ac.uk/handle/1826/6840.

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This study explores what UK managers aged 50 and over perceive as career progression at a time in life when opportunities for further promotion may have ceased. It examines motivational drivers and subjectively significant personal and organizational influences on career progression. It also investigates whether motivation for career progression is perceived to have changed over the career and the extent to which it may differ between male and female older managers. The research adopted a qualitative, inductive approach using a phenomenological methodology. Fieldwork comprised semi-structured interviews with 27 male and 13 female managers aged 50 and over from two large, UK financial services organizations. The findings show how motivation for career progression in managers aged over 50 is driven by individually diverse patterns of career drivers, personal and work-related influences, and attitudes towards career opportunities. These can be classified into a number of career progression orientations. The study contributes to knowledge in the area of subjective psychological career mobility in late career and the balance which individuals maintain between the organizational and personal aspects of their career. It demonstrates that motivational drivers of career progression are perceived to change over the career and that career progression is linked, on an individual basis, to past, current and future career mobility which may extend past the traditional retirement transition. It also reveals that, in general, older female managers may exhibit a greater drive for self-realisation through later life career renewal than their male counterparts.
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Evans, Maggi J. "Workplace career conversations : aligning organizational talent management and individual career development?" Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/27036.

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PURPOSE. This thesis takes a contextualised stakeholder approach to exploring alignment between organizational talent management and individual career development. The contribution and nature of career conversations as an opportunity for alignment is considered. DESIGN. This qualitative study was conducted in two phases. Phase one involved semi-structured interviews with Human Resources and Organizational Development professionals (n = 30). Phase two involved semi-structured interviews using career narratives with line managers and individuals from five case study organizations which were also involved in phase 1 (n = 40). Data were analysed thematically by stakeholder group and within each case study. LIMITATIONS. The sample used within the study were not selected to be representative. The conversations described by participants may not be representative of all of the conversations they have experienced. The case study organizations were all UK based. FINDINGS. For most HR professionals, talent management was driven by organizational goals with little reference to individual needs, hence, alignment was not a priority for them. In contrast, individuals and line managers described a commitment to seeking overlap between organizational and individual goals, with some line managers describing their role as brokers . Career conversations were seen by all stakeholders as an important part of talent management and career development, with the potential to be a vehicle for alignment. Detailed analysis of the career conversations described by individuals identified a broad range of helpful conversations, the majority of which took place informally. Additional categories of career shaper (from Bosley et al, 2009) were also identified as collaborators and catalysts . A variety of contextual features were found to influence the enactment of talent management and career development. These were summarised as a contextual map indicating local, organisational and environmental dynamics. ORIGINALITY/VALUE. The research reinforced the value of taking a contextualised perspective of both organizational talent and individual career (e.g. Cohen et al 2004; Sparrow, 2014). It also captured the voices of different stakeholder groups (e.g. Collings, 2014; Thunnissen et al, 2013).
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Barendse, Tasneem. "The levels of career maturity amongst final year undergraduate students, within a department, at a higher education institution, in the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/4672.

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Magister Commercii (Industrial Psychology) - MCom(IPS)
Tertiary education is becoming increasingly costly for many students. According to Pieterse (2005), young people can barely afford to make mistakes in their career decisions, as this could cost them too much in time and money. According to Coertse and Schepers (2004), one of the most important decisions adolescents will ever face is choosing what career to pursue. Coertse and Schepers (2004) propose that an adolescent’s career has significant consequences on their identity, values and aspirations. The most efficient way to develop young persons’ abilities, and assist them in realising their true potential, is through the educational and vocational training offered in schools (Lens, Herrera & Lacante, 2004). Many students do not receive proper career guidance at secondary schooling and they find themselves in their final year graduating, and unsure in terms of the career they are going to pursue. Hence, there exists a great need in the South African context for career guidance and for additional research in the levels of career maturity amongst final year undergraduate students. Career maturity has important implications for career development and decision-making practices (Schreuder & Coetzee, 2014). The term career maturity represents a readiness to engage in and the ability to master certain career developmental tasks appropriate to the age and level of an individual (Langley, Du Toit & Herbst, 1996). In previously disadvantaged communities in South Africa, career and educational planning was characterised by under- development, marginalisation, and under-resourcing (Pieterse, 2005). This could negatively impact students’ motivation towards, and perspectives of, their future careers. The present study aimed to assess the career maturity levels among final year students at a tertiary institution. Specifically, how students’ age, gender, stated certainty of career and type of secondary school influenced their career maturity levels. The sample group (N=149) consisted of final year undergraduate students, who were conveniently drawn to voluntarily partake in the research. Participants completed a biographical questionnaire as well as the Career Development Questionnaire (CDQ). Anonymity was ensured and the students were informed that all the information would be treated with strict confidentiality and used only for the stated research purposes. Statistical analyses involved descriptive and inferential statistics (Pearson correlation, T-test and Analysis of variance). The results indicated no significant relationship between the age, stated certainty of career, type of secondary school students attended and their career maturity. However, a significant relationship was found between gender and career maturity.
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Carden, Lila Lenoria. "Pathways to success for moderately defined careers: a study of relationships among prestige/autonomy, job satisfaction, career commitment, career path, training and learning, and performance as perceived by project managers." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5817.

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New emerging career paths for professionals are often non-linear, dynamic, and boundary-less (Baruch, 2004) and have resulted in undefined professional advancement opportunities for managers and employees in a variety of contexts. Career paths help individuals make meaning in their job contexts and provide avenues to meet intrinsic and extrinsic rewards, including economic and social status (Adamson, 1997; Callanan, 2003). As a result, individual perceptions of career paths may impact job satisfaction, career commitment, and performance. The purpose of this study was to test a career development model examining the path of relationships amongst autonomy/prestige, career path, training and learning, job satisfaction, career commitment, and performance for moderately defined career professionals. Based on a systematic categorization of careers, from well defined to less well defined, project managers were determined to have moderately defined careers. The researcher employed a survey resulting in 644 project manager respondents. Path analysis was effectuated as a modeling technique to determine whether there was a pattern of intercorrelations among variables. A career development model framing the relationship between project managers’ perceptions of their career paths on their respective performance was explored. The direct path relationships included: (a) frequency of participation in training and learning activities was negatively related to performance, (b) career path was positively related to performance, (c) autonomy/prestige was positively related to performance, and (d) career commitment was negatively related to performance. The indirect path relationships included (a) autonomy/prestige was mediated by career commitment and performance; (b) the connection between career path and performance was mediated by frequency of participation in training and learning (c) career path to performance, was mediated by job satisfaction and career commitment, and (d) career path to performance was mediated by job satisfaction, career commitment, and autonomy/prestige. Study findings supported the tested model and contributed to increased understanding regarding the importance of career paths to individual job satisfaction, career commitment, and performance. Opportunities for new research and implications for individuals and organizations are outlined.
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Bosley, Sara. "Career helpers and career hinderers : a qualitative study exploring the role of others in shaping individuals' careers." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/10732.

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This study identifies, characterises and contextualises the role of others in shaping the careers of non-managerial employees. Seeking individuals' perspectives, the qualities and characteristics that employees value in their helpers are identified and discussed in relation to those expected of professional careers advisers. In so doing the study addresses limitations that arise from: the dominance of traditional differentialist theories; philosophical differences between positivist career research and constructivist guidance practice; and the division between sociological and psychological perspectives. From a constructionist perspective, qualitative data were gathered using semi-structured interviews with 28 non-managerial employees in 6 different organisations. Participants were asked to give accounts of their career from the time they left school to the present day. Particular attention was paid to their sense-making about the role of others. Both narrative and thematic analysis were used in order that the role of career helpers and hinderers could be understood in both the diachronic and synchronic context. Two conceptual frameworks that develop understanding of career help and career helpers, along with the paired concepts of career self-view and career world-view are proposed. First, a typology of career helpers distinguishes and contrasts helper categories according to their roles and impact on individuals' career world-view and career selfview. Second, an 'anatomy of credibility' shows the interrelationship between valued qualities and characteristics of career helpers. In discussing credibility, knowledge and impartiality are conceptualised, a distinction proposed between power and influence, and the concept of 'care' is introduced. It is suggested that valued careers helpers are those who are aware of their subjective frame of reference, their position on partiality, and of external pressures and internal beliefs that may shape their practice.
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Barham, Lyn. "Talking about careers : personal and professional constructions of career by careers advisers." Thesis, University of the West of England, Bristol, 2013. http://eprints.uwe.ac.uk/20237/.

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This study arose from an 'intellectual puzzle' (Mason, 2003) that careers advisers, when faced with personal career dilemmas, found little apparent attraction in seeking career guidance for themselves. This puzzle resonated with the concern, often mentioned in the literatures on career and career guidance, that practitioners continue to espouse outdated, positivist methods of working with their clients. The research set out to explore how careers advisers think about 'career' in their personal and their professional lives. The study was conducted from a social constructionist metaperspective, which took worldviews and ways of knowing to be individually shaped by relationships and social experience. Data collection was through a storied approach to explore participants' retrospective accounts of their own careers to date, putting considerable effort into hearing stories rather than engaging in professional discourse. A second stage of each interview sought accounts of their ways of working with specific, recent clients. Analysis focused on attending to unique personal voices, and particularly the possibility that people may construe a single idea in different ways in different arenas of their life, exploring ideas of 'conceptual dispersion' (Linder and Marshall, 2003), contrapuntal voices (Gilligan et aI., 2003) and 'I-positions' (Hermans et aI., 1992). Differences emerged in the implicit concepts of career underlying personal career stories, both amongst the sample group of careers advisers, and intrapersonally when comparing personal career stories with discussions of their work with clients. Careership theory proved a powerful explanatory tool, but has not given adequate attention to the subjective nature of turning points alongside their visible manifestations in changes of status or occupation. The findings include identification of aspects of careers advisers' ways of working , which are inadequately recognised and celebrated. They also include an emergent understanding, framed within Careership theory and Bourdieu's work, of how careers advisers could better conceptualise their ways of relating with clients. The Listening Guide, a central tool in analysis of the data, was indentified as having potential in this conceptual development. Preparatory work for the study discovered that a remarkable lack of attention has been paid to the careers of careers advisers themselves. The study makes a contribution to this neglected field, as well as offering a firmly qualitative contribution to a research field noted by Stead et al. (20 11) to be strongly biased towards work in quantitative and positivist approaches.
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Haase, Sandra. "Applying career competencies in career management." Thesis, Coventry University, 2007. http://eprints.worc.ac.uk/525/.

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The thesis critically examines the use of competencies in career management, and introduces career competencies as an approach to sustainable career management. An 87-item measure of career competency (CC) was tested on a sample of 632 individuals from different backgrounds. From this, the Career Competencies Indicator (CCI) was developed. The CCI comprises 43 items, measuring seven subscales: goal setting and career planning, self-knowledge, job-related performance effectiveness, career-related skills, knowledge of (office) politics, networking and mentoring and feedback-seeking and self-presentation. Sub-scale alphas were of acceptable level and the factor structure was replicated with two other samples. The impact of CCs on objective career success (OCS) and subjective career success (SCS) was explored, administering the CCI to a sample of 269 police officers and 110 university employees. SCS was measured using Gattiker and Larwood’s (1986) five SCS scales and Greenhaus, Parasuraman and Wormley’s (1990) career satisfaction scale. OCS was assessed as income and number of promotions. The control variables included personality (Saucier, 1994), career salience (Allen & Ortlepp, 2002) and demographics. Discriminant validity was demonstrated between most of the CCI sub-scales and the personality variables. Above-chance similarity between the CCI sub-scales indicated convergent validity. The CCs contributed to SCS and OCS. For four of the SCS variables, this contribution added to the contribution of the control variables. The CCs further mediated the relationship between career salience and career outcomes. To generalise these results, future work should focus on a longitudinal approach considering a range of organisations. The CCI was used as a framework for informal career discussions with twenty-one police officers. The intervention was highly valued by participants. Behavioural changes were reported three months after the intervention. A pre-post approach found no significant differences in the increase of CCs, SCS and OCS between the control and the intervention group, apart from life success which was reportedly higher for the intervention group. However, the interaction plots showed an increase in CCs, SCS and OCS from time1 to time2 for the intervention group, which reached significance for the OCS and some of the SCS variables. The thesis considers the implications of the present findings and suggests avenues for future work. The role of CCs in dealing with the requirements of the new career realities and different ways of promoting CCs are also considered.
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Connell, Kathleen R. "Investigating Performance Career Making and Career Transition through the Lens of Australia's Elite Classical Singers." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/398418.

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Creative careers in the performing arts follow a somewhat unique trajectory that is driven by specific skill demands and market conditions. This thesis investigates the careers of Australian classical singers through a qualitative interview-based study and analysis. The thesis outlines a trajectory of singers’ careers as they have become evident in the experiences of professional singers. Interviews with 13 retired professional classical singers were undertaken. Career theories and empirical studies from elite dance and sportsperson were interrogated to provide a basis for a qualitative examination of performance careers. Building on this, an analysis of the singers’ experiences of their professional life was undertaken. Implications arising were related to career models from the film industry, to discourses from cultural economics and sociology, to music training concepts and to the latest research on entrepreneurial approaches to working in the creative arts. The result was the identification of a distinct career trajectory for professional classical singers comprising several stages. The career stages proposed are: (1) pre-career; (2) breaking in; (3) the peak career; (4) denouement; (5) moving on. Other findings include that creativity and identity are tightly intertwined for the professional singers in the study, and when seeking new directions following the denouement stage, the majority of the singers attempted to remain attached to an artistic field even when they accepted that their time as a professional singer had passed. The thesis highlights that creative careers are difficult to sustain and that the fragility of the creative career, once realised, can have very real implications for the well-being of the creative professional. The research also revealed that career trajectories in professional singing follow a distinctive arc because of the way the work is creatively embodied. The findings suggest that career planning has often been inadequate in this industry and it is only in the consideration of the lifecycle of a creative performance career that the critical link between pre- and post-career stages can be made.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland Conservatorium
Arts, Education and Law
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Baker, Karen Cardell Parrish. "Academic dual-career couples lifetyle affects [sic] on careers in academe." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092673677.

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Books on the topic "Career"

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Marcotte, Paul. Careers and career development. The Hague: International Service for National Agriculture Research, 1990.

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Mattozzi, Andrea. Political careers or career politicians? Cambridge, MA: National Bureau of Economic Research, 2007.

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Alfred, Blumstein, and National Research Council (U.S.). Panel on Research on Criminal Careers., eds. Criminal careers and "career criminals". Washington, D.C: National Academy Press, 1986.

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Isaacson, Lee E. Career information, career counseling, and career development. 5th ed. Boston: Allyn and Bacon, 1993.

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Brown, Duane. Career information, career counseling, and career development. 8th ed. Boston, [Mass.]: Allyn and Bacon, 2003.

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Brown, Duane. Career information, career counseling, and career development. Boston: Pearson, 2012.

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Isaacson, Lee E. Career information, career counseling, and career development. 6th ed. Boston: Allyn and Bacon, 1997.

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Duane, Brown, ed. Career information, career counseling, and career development. 7th ed. Boston, Mass: Allyn and Bacon, 2000.

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Logan, David C. Reinventing your career. New York, NY: McGraw-Hill, 1997.

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Piotrowski, Katy. Career Coward's Guide to Changing Careers. Indianapolis: JIST Publishing, 2007.

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Book chapters on the topic "Career"

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Broom, Leonard, F. L. Jones, Patrick McDonnell, and Trevor Williams. "Careers and career contingencies." In The Inheritance of Inequality, 79–118. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003367048-4.

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Spokane, Arnold R. "Career: Career choice." In Encyclopedia of psychology, Vol. 2., 22–24. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-008.

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Multon, Karen D. "Career: Career development." In Encyclopedia of psychology, Vol. 2., 25–29. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-009.

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Chartrand, Judy M., and W. Bruce Walsh. "Career: Career assessment." In Encyclopedia of psychology, Vol. 2., 29–32. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-010.

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Phillips, Susan D., and Anne R. Imhoff. "Career: Career interventions." In Encyclopedia of psychology, Vol. 2., 32–34. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-011.

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Bradley, Harriet, and Geraldine Healy. "Career and Career Development." In Ethnicity and Gender at Work, 161–77. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230582101_9.

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Dreyer, Lynette. "Career." In The Modern African Elite of South Africa, 38–67. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-10191-7_3.

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Wyatt, Ray. "Career." In Plan Prediction, 65–96. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46430-5_3.

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Nápoles, Jessica, and Rebecca B. MacLeod. "Career." In Clifford K. Madsen’s Contributions to Music Education and Music Therapy, 32–47. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015024-4.

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Visser, Mirella. "Career." In The Female Leadership Paradox, 88–115. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230304970_8.

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Conference papers on the topic "Career"

1

Koons, Heather. "Career Readiness: Mathematical Demands of Careers as Reported by Early Career Professionals." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1888548.

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Berro, Michael. "Career Readiness: Mathematical Demands of Careers as Reported by Early Career Professionals." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888548.

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Aloisio, Matt, Jennifer Fleenor, Travis Grossman, Leah Lindstrom, and Cody Luke. "Early Career Professionals and Career." In NCSL International Workshop & Symposium. NCSL International, 2017. http://dx.doi.org/10.51843/wsproceedings.2017.11.

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Where do you want to be in 5 years? This is a frequent question asked during performance development. Do you have a documented plan to professionally grow in the metrology and test industry? What does a plan look like? Maybe you admire someone in the metrology and test community and would like to learn how they acquired their work knowledge and experience. What knowledge and experience does an employer look for?
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Farla, Wita, Baharudin, Yuliansyah M. Diah, and Muhammad Ichsan Hadjri. "Individual Career and Employee Career Satisfaction." In 5th Sriwijaya Economics, Accounting, and Business Conference (SEABC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200520.061.

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Saraswati, Sinta, Edwindha Prafitra Nugraheni, Edwindhana Mareza Putra, and Giri Harto Wiratomo. "Career Competence and Career Engagement: The Mediating Roles of Career Adaptability." In 11th Annual International Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2021. http://dx.doi.org/10.46254/an11.20210636.

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Arismen and Dadang Lukman Hakim. "How Career Interventions and Digital Career Counselling Affect Students’ Career Maturity." In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.002.

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Diana Purba, Sylvia, Efendi, and Bella Carissa. "Career Adaptability Mediates Career Management and Organizational Support to Improve Career Success." In 4th Sriwijaya Economics, Accounting, and Business Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008440103470355.

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Ramdhani, Rina Nurhudi, Amin Budiamin, and Nandang Budiman. "Career Meta-Competencies and Counseling Career Intervention 4.0 Era Using Life Design Career Counseling to Develop Career Adaptability." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.324.

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Blanton, Joann. "Career Achievement." In Alice Symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2581116.2532346.

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Blanton, Joann. "Career Achievement." In Alice Symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532333.2532346.

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Reports on the topic "Career"

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Mattozzi, Andrea, and Antonio Merlo. Political Careers or Career Politicians? Cambridge, MA: National Bureau of Economic Research, February 2007. http://dx.doi.org/10.3386/w12921.

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Timkin, A. E. Careful, career! Ailamazyan Program Systems Institute of Russian Academy of Sciences, October 2023. http://dx.doi.org/10.12731/ofernio.2023.25197.

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Gentry, Bill, Sarah Stawiski, Regina Eckert, and Marian Ruderman. Crafting your career: Cultural variations in career­-relevant relationships. Center for Creative Leadership, November 2015. http://dx.doi.org/10.35613/ccl.2015.1007.

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Hedge, Jerry, and Jennifer R. Rineer. Improving career development opportunities through rigorous career pathways research. RTI Press, March 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0037.1703.

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Meyers, Carol A. Weusemath.org Career Profile. Office of Scientific and Technical Information (OSTI), February 2019. http://dx.doi.org/10.2172/1499982.

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Klover, Donna. The career decision. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3290.

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Agarwal, Garvita, Joshua Barrow, Mateus Carneiro, Thomas Chen, Erin Conley, Rob Fine, Julia Gonski, et al. Snowmass Early Career. Office of Scientific and Technical Information (OSTI), October 2022. http://dx.doi.org/10.2172/1898854.

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Bruce, Reginald A. The Career Transition Cycle: Antecedents and Consequences of Career Events. Fort Belvoir, VA: Defense Technical Information Center, March 1991. http://dx.doi.org/10.21236/ada234101.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Army Civilian Career Evaluation System (ACCES) Consolidated Career Program Referral Registration. Fort Belvoir, VA: Defense Technical Information Center, March 2001. http://dx.doi.org/10.21236/ada402216.

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Choi-Allum, Lona. Career Changes: Annotated Questionnaire. AARP Research, April 2020. http://dx.doi.org/10.26419/res.00304.002.

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