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Bowes, Karen Elizabeth. "Poor career choices." Thesis, Boston University, 1999. https://hdl.handle.net/2144/41378.
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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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Tregoning, Catherine Louise. "Doctors' career & retirement choices." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504696.
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This research investigates the influences on doctors' career and retirement choices. It looks at what influences the career choices of 1993-1996 medical graduates from The University of Manchester (in the North West of England) and also explores what makes-them leave the North West region during this training stage. Doctors in the late stage of their career are also studied to investigate what makes hospital consultants in the North West over the age of 55 retire from the UK's National Health Service (NHS). THE UNIVERSITY OF MANCHESTER ABSTBACJOFTHESI~submittedby Catherine Tregoning for the Degree of PhD and entitled Doctors' Career and Retirement Choices March 2008 . '. ~ .. - ....... ~. ,'., ....;- The research shows that trainees who make career choices based upon an interest in the specialty and/or opportunities as they arise at the time, are more likely to remain in the medical profession. If they have children, they are less likely to remain in medicine. Those who grew-up in the North West or have a partner who originates from the region, can more often be expected to remain in the North West. Furthermore, relocation during training is less likely if an individual has a preference for working with a mixture of deprived and affluent populations. Over 55 hospital consultan'ts are more likely to retire if they obtained their primary medical qualification before 1970, or have a disability or significant health problem. There is also a greater likelihood that they will retire if they consider issues with management to be an important factor in their decision to leave their NHS career. Conversely, they are more likely to remain working in the NHS if achieving their maximum NHS pension entitlement is important to them. The research was conducted in two stages. In stage 1, 47 doctors were interviewed from the two sample groups. The qualitative data gathered, informed the development of a questionnaire distributed to 1, 483 doctors in stage 2. Of these 534 (36%) responded. 32.1% responded from the trainee group and 55.5% from the over 55 consultant group. Pilot studies were conducted at both stages. The research draws upon several different theoretical perspectives to develop the concepts of individual, social and job influences on careers, as well as explore the process of change. The results of the research inform academic work by considering doctors' choices in the context of literature from the fields of careers, medicine and psychology, which has rarely been done. '~lt~aH:f6-U:jKes twOSamples~at different career stages and compares the influences on careers at these different stages. Recommendations for further research include more in-depth investigation of the difficulties for female doctors of combining their career with motherhood, and work into consultants' retirement intentions versus retirement behaviour.
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Pitigoi-Aron, Gabriela. "Career choices for foreign-educated dentists." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/98.
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Attracting and retaining strong faculty members in dental schools have long been challenges in the United States. Faced with an emerging crisis in the availability and quality of dental educators, many researchers have focused on analyzing data and trends related to this subject. Even though there are substantial studies that provide a picture of why domestic dentists choose to become dental educators, there are no dedicated studies investigating why foreign-educated dentists want to become dental educators. This distinct area is of particular importance as we witness increasing diversity of patients and an increased need for a more diverse health care workforce. The purpose of this study was to analyze the reasons why foreign-educated dentists became dental educators in United States and furthermore, at University of the Pacific Arthur A. Dugoni School of Dentistry in San Francisco, California. The research data was collected by means of surveys and in-depth interviews of foreign-trained faculty and IDS graduates on staff at Pacific. The data analysis was performed using descriptive statistics for the survey and a process of thematic analysis for interviews. The surveys' analysis yielded the following six factors that most positively influenced foreign-educated dentists in deciding to embrace a career as an academic educator: (1) Intellectual challenges and stimulation; (2) Opportunity to always be on the cutting edge; (3) Interest in science, new discovery, exploration; (4) Opportunity for regular interaction with other faculty dentists; (5) Desire to be a teacher. (6) Collegial environment of the university. There were two most negative factors identified, as follows: (1) Income differential compared to private practice; (2) Pressure to generate income for the university. Corroborated by analysis of the interviews, the following themes emerged: (1) Drive for research; (2) Desire to be on cutting edge. (3) Desire to share knowledge through teaching; (4) Social and personal factors and perceptions with emphasis on mentors' influence; (5) Negative influence of salary difference with respect to private practitioners. The findings of this study were similar to the available studies on foreign-trained dentists and to most of the studies already done on domestically trained dentists. The major factors found were comparable with the up-to-date literature. The elevated research drive, the intellectual challenges, the work environment, the desire to teach, and the mentors' influence were among those which mirrored almost perfectly the other studies. Some fine differences were found for foreign-trained dentists, such as a lighter financial burden caused by smaller student debt and the irrelevance of military practice experience. The study provides a number of suggestions for enhancing the recruiting and retaining process for dental academia: (1) Support and enhance the research capacity of dental schools; (2) Create structures to develop mentors; (3) Invest to build prestige; (4) Find creative ways to offset lower salaries; (5) Foster a pleasant academic working environment; (6) Use international activities to recruit international dentists. The study revealed factors that have been influential in participants' decisions to choose an academic career, in general and at Pacific. It is hoped that this study will be a useful reference in the increasingly difficult endeavor of adding and retaining world-class dental educators.
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La, Taste Andre G., and Aaron Masaitis. "IMPACT OF RETIREMENT CHOICES OF EARLY CAREER MARINES: A CHOICE ANALYSIS MODEL." Monterey, California. Naval Postgraduate School, 2013. http://hdl.handle.net/10945/32852.
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This thesis will analyze the potential impact of Marine Corps junior officer/enlisted retention if changes are implemented to the military retirement system. The research will be conducted using a discrete choice analysis methodology that is often used to differentiate factors that lead to decisions. Using an online survey, we will ask Marines within their first term of enlistment or contractual obligations to imagine themselves at the end of a contractual period and to make a choice between two proposed future career benefit packages. Each participant will be asked to make a choice between several sets of future career benefit packages. Through the use of multi-nominal logistic regression, we will identify the level of impact on retention decisions after the subjects choose differing attributes of a career package, which include retirement alternatives. Once data are collected through the survey, we will be able to predict the outcome of different retirement alternatives with a certain level of confidence.
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McLean, Joan Elizabeth. "Strategic choices: career decisions of elected women /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849377294632.
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Woodruff, Debra. "Young Scholars: What Career Choices Really Mean." College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/295698.
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Michael, Le. "The Effects of Provincial Policies on Early Career Family Physicians’ Career Choices." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41861.
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Over the past decade, the healthcare landscape has shifted for Ontario’s family physicians as government policies changed the availability of practice and compensation models. The most impacted population are early career family physicians. Given this changing healthcare environment, the factors that drive early career family physicians practice choices are unclear and not well-studied. Therefore, this thesis sought to answer the following research questions:
1. What factors shape family physician choice of practice and compensation models in Ontario?
a. How do early career family physicians perceive the availability of practice and compensation models in Ontario?
2. From the perspective of Ontario family medicine residency administrators, how does residency influence family physician practice choices?
This study was a part of a broader, cross-provincial study examining family medicine resident and early career family physician practice patterns in British Columbia, Nova Scotia, and Ontario. Nineteen early career physicians and 7 family medicine residency administrators were interviewed for their perceptions and understanding of the factors and policies affecting their (or in the case of administrators, residents’) career choices.
In this thesis, I used thematic analysis as described by Braun and Clarke to answer the research questions. Patton and McMahon’s Systems Theory Framework (STF) provided a systems perspective that was used to model and assess the interactions between emergent themes.
The factors that shaped family physician choice of practice and compensation models were divided into micro- and macro-level factors as described by the STF. Micro-level factors were ‘gender’, ‘health’, ‘interests’, and ‘world of work knowledge.’ Macro-level factors included ‘educational institutions’, ‘geographical location’, ‘historical trends’, ‘peers’, ‘family’, ‘community groups’, ‘workplace’, and ‘employment market.’ Finally, two additional factors were found: ‘flexibility’, and ‘financial considerations.’ The interaction between these factors was complex, where many linked themes gave rise to career decisions made by family physicians. A second perspective in the form of residency administrators helped develop a holistic description of these factors. Furthermore, a gap between physician training and practice opportunities after graduation was identified.
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Cochrane, Matthew. "Pupils' choices in their educational and career trajectories." Thesis, Keele University, 2015. http://eprints.keele.ac.uk/2327/.
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This thesis investigates the effect of social background on pupils’ choices of educational and career pathways. A group of 18 pupils, chosen from a single Comprehensive School in the North West of England, was followed from the ages of 13 to 16 as they encountered the options available to them when they chose their GCSE subjects. Data were collected principally through focus group interviews with the pupils. The interviews were timed to coincide with key stages in the options process before and after the choices were made. Additional interviews were carried out with individual parents and members of staff at the school. Bourdieu’s concepts of habitus and cultural capital were used in the analysis of the data, which revealed evidence to support Bourdieu’s notion that forms of capital are reproduced through investment by the family. Pupils with disadvantaged backgrounds were less likely to opt for Higher Education especially if it involved study at a significant distance from home. A survey of the development of the English education system since the 1944 Education Act is used to support the conclusion that schools are also a significant agent for cultural reproduction. The school at the centre of the survey used data supplied and processed by the Fischer Family Trust to assist with the target setting process, and evidence suggested that this process was employed by the school as a mechanism to support progress towards targets set for it by the National Government. The support given to individual pupils to achieve targets set for them therefore became disconnected from the educational need of the individual.
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Kenny, Daniel T. "The Effect of Student Debt on Career Choices." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1385.
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Thesis advisor: Eve SpanglerStudent debt affects a multitude of gifted and intelligent college students each year. In order to attend our nation’s premier universities, members of the lower and middle classes must procure loans which prove debilitating to their respective economic situations. Upon graduating, such financial burden ultimately forces these individuals to choose economic pragmatism over the pursuit of their true passions. This growing reality calls for a reexamination of the American system of higher education, particularly the underlying ideology behind it – the American Dream. Through an analysis of eight interviews and the use of supporting data, this study reflects the need for drastic reform
Thesis (BA) — Boston College, 2010
Submitted to: Boston College. College of Arts and Sciences
Discipline: Sociology Honors Program
Discipline: Sociology
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Saleem, Nazish. "Career choices of family members and immigrant´s career decisions in family businesses." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53040.
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Hall, Jona S. "Identifying the Variables that Impact the Nontraditional Career Choices of Women." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou147871185473825.
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Smith, Erin N. "Career choices and decision-making style what's the connection? /." Connect to resource, 2005. http://hdl.handle.net/1811/418.
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Thesis (Honors)--Ohio State University, 2005.Title from first page of PDF file. Document formattted into pages: contains 15 p. Includes bibliographical references (p. 14-15). Available online via Ohio State University's Knowledge Bank.
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Grigor, Ian Edward. "The career and course choices of biomedical sciences undergraduates." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496540.
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Coffey, Jane Sarah. "Youth career choices : a comparison of industry and ballet." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/974.
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In an increasingly competitive global environment the need for highly skilled, resilient workers is paramount. This study responded to this need with an investigation of the attraction and retention drivers that encourage young people to pursue their career of choice. In particular, it explored the career aspirations and drivers of career choice amongst two distinct cohorts of secondary school-aged people and the work experiences and retention drivers of a cohort of early career workers. The first phase of the study investigated the career aspirations identified by secondary school-aged young people aged from 14 to 17 years, including those enrolled in full-time secondary schooling (completing Years 11 and 12 tertiary entrance studies) and those enrolled in full-time professional dance programs who were completing their schooling via distance learning programs. The second phase of the study examined the nexus between career aspirations and work reality for young people entering a career, again encompassing the two distinct cohorts: early career participants in mainstream industry and early career dancers. The study findings help to articulate what it is that young people want from a career, the type of work they enjoy, and the characteristics of their work experiences that may impact retention. As such, it has significant implications for decision making related to future education, career and modes of work, and to drivers of performance, engagement and retention.In seeking to answer the research question: ‘What are the attraction and retention drivers that encourage young people to pursue their career of choice?’, the research design utilised a qualitative research methodology with comparative and content analysis approaches framed in a constructivist paradigm. Data collection involved 46 participants in semi-structured individual or focus group interviews, and the study was structured into two phases as described above. Additional interviews with five retired dancers served to explore and validate the dance participants’ work expectations and realities in this under-researched profession.Findings suggest that decisions about career choice are often made early in life, tend to be intrinsically driven, and are founded upon young people’s exploration of career, self and identity. Career attraction appears to be clearly associated with a passion for the type of work, a career calling, or a sense of vocation. Similarly, career retention seems to have little to do with money or the achievement of extrinsic rewards: irrespective of gender, work/life balance emerged as a key consideration across both cohorts. The study has made a significant contribution to the theoretical framework for the Foci and Bases of Commitment with the inclusion of a possible selves construct. This inclusion will inform the development of strategies that improve career attraction and retention.Developed countries face significant challenges in developing and sustaining a workforce that is equipped for an uncertain future and whose members have longer and more precarious working lives. The findings of this study suggest that the workforce preparation provided to young people by secondary and tertiary institutions is inadequate. The results reveal that dancers, even during early training, tend to have a more accurate and realistic understanding of future career realities than early career aspirants in other sectors. Furthermore, the findings highlight the need for organisations to re-evaluate their work design, development and engagement strategies in order to successfully meet these challenges.Limitations of the study include a geographical focus on Western Australia and a relatively small sample size. Despite these limitations, the study provides a sound basis for further research and investigation into the career choices of young people, linkages between possible self and work commitment, and the role and impact of passion and career calling in work retention.This is one of few studies that have provided a voice for young people in relation to career aspirations and expectations. The findings provide a greater insight into the significant impact of the career aspirations and choices of young people and what ignites and maintains a passion for their work.
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Adams, Gretchen. "The factors that influence career choice." University of the Western Cape, 2014. http://hdl.handle.net/11394/4671.
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Magister Artium - MAThe primary aim of the study was to examine factors that influence career choices such as the individual, situational and environmental variables. The study was conducted in the motor retail industry whereby 223 respondents participated in the study by completing the questionnaire. Participants indicated that parents’ or relatives’ advice, association with others in the field, talent, skills and abilities, business opportunities and personal interests as significant influences on their career choices. The participants also identified perceived benefits such as employment security, potential for personal growth and development and opportunity to use skills and abilities as influential factors on career choice. The study also found that in the motor retail industry participants indicated that their gender has influenced their career choice; however educational levels were not seen as an influential factor on career choice. Furthermore, the study also examined participants’ perception of organisational career support with regards to utilisation of career support activities and management’s support for career development purposes. Even though participants indicated that the organisation has exposed them to career support activities, the participants’ use of career support activities were limited to training and mentoring within the organisation or externally to assist them with career development. It is the hope of the researcher that the identified factors influencing career choice and the examination of the organisational career support systems would be helpful to human resources practitioners and career counsellors, in order to assist individuals with career decision making as well as career development within the organisation as well as externally.
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Barton-Cox, Florence Faye. "The Effects of a Career Education Program on the Career Choices of Fifth-grade Students." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4978/.
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The career development of students, demonstrated by students' career interest, is important for a more effective career education program. This study focused on the career choices of fifth grade students through the use of a career interest inventory before and after the use of a career education program. The design was experimental, and the purpose was to determine if there were differences in the career interest of fifth grade students who participated in a career education program compared with the career interest of fifth grade students who did not participate in a career education program. The COPS-PIC Picture Inventory of Careers (COPS-PIC) was used as a pretest and posttest for fifth grade students to determine baseline career interests. The COPS-PIC career inventory results were incorporated into the career education program and served as a career planning guide for incorporating students' input into career choices and exploration of those choices for a better understanding of the process of finding out who they want to be and what type of careers exists. The experimental group was provided instruction and career exploration opportunities for 4 weeks. The control group was not provided career education instruction and career exploration opportunities. This study suggests that fifth grade students who participated in a career education program were able to make more concentrated career choices at higher levels of interest after participating in the career education program. Additional studies that include the use of career interest inventories and a career education program are needed before extensive generalizations can be made.
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Clutter, Chance. "The effects of parental influence on their children's career choices." Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3951.
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Svennungsen, Hannah Owens. "Making Meaningful Career Choices : A Theoretical and Q-methodological Inquiry." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Pedagogisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14568.
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This dissertation investigates the subjectivity of making meaningful career choices among university graduates with three different backgrounds; counselling education, economic education and multicultural. The dissertation was organized into four different parts; 1) introduction 2) theory, 3) methodology and empirical inquiry, and 4) discussion. In the theory part the concepts career meaning construction, human agency and career meaning were investigated and discussed philosophically and theoretically as possible ways of structuring the empirical inquiry in terms of investigating university graduates experience of making meaningful career choices. Career meaning construction was defined as objective, subjective and relational meaning construction. In the theory part, human agency was defined as important for achieving a meaningful career, where the emphasis was on the concepts intentionality and intrinsic motivation as significant elements for constructing career meaning into career choices. Career meaning was defined by three different career concepts; career as a job, career as an outcome of psychological success, and career as a call. In the methodological and empirical part, Q-methodology was explained and discussed philosophically and practically by combining it with the empirical results, which were subsequently presented. Three factors emerged in the Q-methodological data interpretation process. These factors were called; existential meaning, relational meaning and career success meaning. The existential meaning factor emphasised agency and freedom together with other persons, career as more than a job, and personal success as significant elements in constructing meaning into one´s career choices. The relational meaning factor emphasised security, pay and survival, relational and cultural meaning construction, relational career view, and external success as significant elements. Also the relational meaning factor emphasised that individual career choices are not relevant for constructing meaning into one´s career choices. The career success meaning factor emphasised independency, career success and career as more than a job as significant elements. In discussing the three factors, the emphasis was on positive and negative aspects of the factors’ experience of constructing career meaning in relation to persons’ agency. In the existential meaning factor the paradox of being an agent and being free and at the same time wishing to act out one´s career together with others was the focus for discussion. In the relational meaning factor, the process of constructing a meaningful career that is motivated by external influences contra constructing a meaningful career that is influenced by the person him/herself (individual meaning construction) was focal. In the career success meaning factor, the emphasis was on discussing the need for others in climbing up the career ladder, instead of just trusting oneself. Career counselling implications were also discussed in terms of the three factors, and reflections of the whole dissertation were included.
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Clutter, Chance. "The effects of parental influence on their children’s career choices." Kansas State University, 2010. http://hdl.handle.net/2097/3951.
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Master of ScienceDepartment of Family Studies and Human Services
Anthony Jurich
An exploration of parents’ critical role in their children’s career choices and aspirations was the primary focus of this paper. This includes a brief history of past career counseling techniques, which began in its formative years by assessing the client’s personality to determine proper occupational fit. It has now progressed to the postmodernist view that bases vocational interest and aspirations on constantly changing life roles. Previous research that examined parental influence on adolescent’s career choices, as well as research on the effects of socioeconomic status, gender, and race was included. The paper concluded with how career counselors and parents may use the strength of parental influence upon young adults to provide more effective career development techniques and create stronger partnerships with the young adult’s primary stakeholders.
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Lavorata, PhD Dr Reagan Lorraine. "Science Technology Engineering Math (STEM) Classes and Females' Career Choices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3353.
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Females have been discouraged from taking science, technology, engineering, and math (STEM) classes during high school and college, resulting in limited access to high-paying STEM careers. Therefore, these females could miss opportunities for these high-paying careers. The rationale of this research was to quantify the relationship between the number of STEM classes the sampled females took, the number of female role models they had during high school and college, their career choices, and salaries. The theoretical construct was based on Erikson's social developmental theory, which postulates a relationship between earlier life events and later life events, and Acker's masculinity theory, which postulates that females in traditionally male fields may be uneasy performing functions opposite to what they naturally perform. Key questions examined the relationships between STEM classes, role models, career choices, and salaries. The sample was a stratified random sample (n = 48) of female alumnae of 4 universities, born after 1980. Data were collected from a designed online instrument, validated by a pilot. The data were analyzed with a multiple regression and an analysis of variance. The findings revealed a significant relationship between the number of STEM classes, career choices and salary. However, there was no significance found between the numbers of role models, career choices and salary The implication for social change is that by making scholars in the fields of education and management aware about the relationship between the number of STEM classes taken, career choices, and salaries, females can be more encouraged to become interested in STEM courses earlier in life, making it more likely they will choose STEM careers This can be accomplished through scholarly journals, which hopefully will improve perceptions of the STEM abilities of females.
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Sima, Ayanda Smangele Lucricia. "The influence of family birth order on the career choices of students at the University of Zululand." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1612.
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A dissertation submitted in the Faculty of Education in partial fulfilment of requirements for a Master’s degree in Educational Psychology at the University of Zululand, 2017.The current study examines the influence of family birth order on the career choices of students at the University of Zululand. The objectives of the study were: • To establish the extent to which family birth order influence students’ career choices. • To determine whether there is a relationship between the students’ characteristics such as age, gender, race and their career choices. Data was collected using both qualitative and quantitative methodology. The convenience sampling was employed in selecting the thirty students for the study. To collect data unstructured, semi-structured interview questions were formulated and a self-administered questionnaire to address objective number two, Interview questions consisted of close-ended and open-ended questions-which were conducted to the students in determining the influence of their family birth order on their career choices. Qualitative data analysis was employed in order to draw conclusion about the influence of the students’ family birth order on their career choices. Research findings led to the following inferences: Family birth order of students has an influence on their career choices. Some students believed that had they been born before or after their original birth order in the family, they would have chosen a different career. Others believed their birth order position had somehow pressured them to choose different a career from what they had always wanted to do. Other students mentioned that even though their birth order was that of a youngest child in the family, they somehow felt the pressure that is said to be expected by the first born in the family; hence they chose careers that were typically assumed by the first-borns. The findings also revealed that some participants chose their careers because their siblings had followed the same career paths and so they felt it was better to pursue similar a career path as their siblings. Age was one of the factors that might have had an influence on their career choices, the students revealed that their age did play a significant role on their career choices, that if it was not for their age they would have chosen their seemingly “dream careers”. The findings revealed that most students felt their race had an influence on their career choices and that they still felt that if they were a different race, more opportunities were going to be offered to them to choose the careers they wanted. The results revealed that there is a gap between career orientation and the students’ career choices. The findings also revealed that there is a need for psycho-career education for students at the university right from before they enroll in their first year. Based on the findings, recommendations for career counseling, psycho-career education, a more active career guidance center were put forward in order to empower students with career guidance and development.
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Balin, Elif. "The Role Of Perceived Career Barriers And Gender In Predicting Commitment To Career Choices Of University Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609560/index.pdf.
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The purpose of the present study was to examine the role of gender and perceived career barriers in career commitment of university students. Participants were 437 (231 females, 206 males) volunteered students from the five faculties of Middle East Technical University (METU). A pilot study was carried out with 285 (122 males and 163 females) volunteered students of METU for the adaptation of Commitment to Career Choices Scale (CCCS). The results of exploratory factor analysis yielded a 28&ndashitem scale with two factors
Vocational Exploration and Commitment (VEC) and Tendency to Foreclose (TTF). As for the main purpose of the present study, CCCS was administered to the students together with the Perceived Career Barriers Qustionnaire measured by 11 barriers identified by the researcher as personality characteristics, interests, ability, gender effect, vocational knowledge, economic gain opportunity, employment opportunity, work conditions, other life choices (e.g., marriage, child, etc.), expectations of family and expectations of partner. The results of multiple regression analysis revealed that VEC scores as measured by CCCS were predicted by three independent variables of vocational knowledge, employment opportunities and personality characteristics. This result indicated that the students who had high perception of barrier on vocational knowledge, employment opportunity and personality characteristics had low commitment to their career choices. The second regression analysis revealed that TTF scores as measured by CCCS were predicted only by employment opportunities, indicating that the students who had higher perception of employment opportunity as a barrier also had lower level of tendency to foreclose and they had a tendency to evaluate different career options. Findings are discussed within the framework of career counseling research and practice.
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Shelton, Jeff Scott. "From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1408.
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While the connection between major choice and career goals seems logically obvious, research exploring this process is limited, particularly concerning how socio-economic class, based on parents' educational levels, influences the choice process. An important initial step in understanding this larger process is to explore how SES-based differences affect the process of choosing a major, a career goal and the way in which students link their major to a possible career.
This study utilizes a comparative interview design to explore the lived experiences regarding major and career aspirations of first generation and traditional college seniors who have transferred from a community college to Portland State University. This study considers a first generation student to be any student that does not have a parent that has graduated from a four-year university in the United States. A traditional student is any student that has one or more parents who have earned at least a four-year degree in the U.S. Using a conceptual framework based on Pierre Bourdieu's work on social reproduction, this qualitative interview study examines how social and cultural capital as well as habitus influences first generation and traditional community college transfer students' choice of career, major and the link these students make between the two.
This research found that the majority of students, both first generation and traditional community college transfer students, gained domain specific information that helped them with their major and or career goals from mentors such as, professors and academic advisers. However, Traditional students received "life advice" and encouragement from family members and employers that helped them to stay on track and gain inside information regarding their career choices. Traditional students used their past and current work history to assist them in strengthening their chances at realizing their career goals. Many traditional students planned to use the degrees they earned at college to advance within fields they already were working in. In comparison, it was only after they started college and settled on specific majors that first generation students looked for work experiences to help explore possible occupational outcomes. Another major difference between the two groups of students was that traditional students linked their majors to multiple jobs in an occupational area while first generation students linked their major to specific occupational positions.
While there has been a large amount of research in the United States using Bourdieu's theory to examine how micro processes of language and teacher's expectations are utilized to maintain social stratification in K-12 education, there has been little research done on the micro processes that occur in college that lead to the reproduction of social class. This thesis illustrates how family background-based advantages that lead to differences in students' K-12 success actually continue after they enter higher education. By drawing attention to the importance of how family-background impacts major and career choices for community college transfer students after they arrive at the university, this thesis contributes to Bourdieu's explanation of how education at all levels contributes to the reproduction of a socially stratified society.
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Provost, Charles Henri. "How do CHOICES and the SDS facilitate or hinder career planning." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/29239.
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CHOICES, the career planning computer program, was evaluated by interviewing 35 grade 11 and 12 students. Using the critical incident technique, reports were elicited of what facilitated or hindered their career planning. These collected incidents were categorized by similarity to provide counsellors and others with a map of exactly what the program does to help or hinder career planning. This map potentially enables counsellors to capitalize on benefits and to minimize possible detriments.
Secondly, this map was qualitatively compared to a similar evaluation of the Self-Directed Search. Overall, it was found that the two interventions have differing advantages and disadvantages. CHOICES stresses reality constraints, specificity and extrinsic work features. The SDS underlines self-awareness and an understanding of the matching process. It seems that CHOICES is more appropriate for planning and specific decisions regarding options while the SDS tends to focus on general exploration and decisions regarding fields. The writer wishes to express his appreciation to the following persons:
To Dr. Larry Cochran, research supervisor, whose patience, availability and countless hours over six years made this study possible.
To Dr. Marv Westwood, whose continual support especially for the clinical comprehensive, was greatly appreciated.
To Dr. Bill Borgen, whose encouragement at the appropriate time enabled me to perservere.
To Dr. Norm Amundson, whose inspired synthesis made the oral presentation smoother.
To Dr. Ron MacGregor, whose suggestions were appreciated.
To the students, to the staff of Matthew McNair Senior Secondary and to the counsellor Mike Casselman, whose co-operation and support made this study possible.
To Mrs. Irma Eichler, for her devoted time and effort in typing this dissertation.
And finally, to my parents Rene and Lucille, to my sisters Louise and Anita, and to my brother Jean, for their continual support and encouragement.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Richie, Anne Elise. "The professional female singer and career longevity| Reflections, choices, and challenges." Thesis, The Florida State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564953.
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This study seeks to provide female singers and their teachers with insight on achieving career longevity through the collection of data and commentary from seasoned professional female singers. One hundred artists from the United States and Canada, each with a singing career spanning twenty years or longer, were invited to complete the online survey The Professional Female Singer and Career Longevity via SurveyMonkey.com.
Participants, ages 45-75, responded to an array of questions to create an overview of their vocal careers. Each singer provided answers on physical and vocal health challenges they experienced as well as, the impact of menopause, hormone replacement therapy, and the perceived benefits of teaching to maintain the voice. Respondents also shared information on the lifestyle, dietary, and other choices they believe contributed to career longevity.
The sample population, composed of forty-nine mezzo-sopranos and fifty-one sopranos, is predominantly made up of baby boomers, the generation born between 1946 and 1964. It is significant to note that none of the one hundred singers reported being "retired" from the profession. All continue to engage in performing, teaching, or a combination thereof.
According to the U.S. Census Bureau life expectancy over the past century for women has nearly doubled from an average of 48.3 years in 1900 to 81.3 years in 2010. Women can now expect to live a considerable portion of their life in a postmenopausal state. This document adds first hand reports by female professional singers to the present voice science research on the benefits of diet, exercise, lifestyle choices and hormone therapy. Singers should be educated to the benefits of maintaining hormonal balance and its direct impact on preserving the voice. Further study is warranted to explore which hormone replacement therapies are proving to have the greatest vocal benefit and to disseminate information on which natural/alternative medicines and modalities female singers and voice teachers feel help maintain their voices and contribute to career longevity.
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Lee, Soon Min. "ASIAN AMERICAN SOCIAL WORKERS: EXPLORING RELATIONSHIPS AMONG FACTORS INFLUENCING CAREER CHOICES." VCU Scholars Compass, 2008. http://hdl.handle.net/10156/2307.
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Olk, Erin E. "The perceived effects of September 11, 2001 on student career choices." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003olke.pdf.
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Szabo, Zsuzsanna Rozalia. "Sex-role, attributional style, and career choices: A cross-cultural analysis." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/280755.
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In the contemporary society choice of career is sex-stereotyped. There are more females in educational and nursing careers, and there are more males in engineering and science careers. Females and males perceive their roles in the society in a sex-stereotyped way and they try to fit into culturally appropriate sex-roles. People make causal attributions for different situations in life and think and behave according to the causal attributions they make. The research question of this dissertation asks if sex-role and attributional style affect career choices, and if the answer is different across cultures. Two studies were concerned with the relationship between sex-role, attributional style, and career choices at college and high school levels in two different cultures (the United States and Romania). Comparisons were made also between females in single-sex high school and coeducational high schools. A third study determined the changes in career choices following attributional retraining. Results from the studies show that career choices are sex-stereotyped and sex-roles influence choice of career in both cultures. The sex-stereotypical choice of careers is more evident in Romania. Females in single-sex education schools report more adaptive sex-roles and attributional styles, and they choose more diverse career fields than females in coeducational schools. Attributional retraining is related to changes in career choices.
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Winn, Victor. "Career awareness for grade nine learners with regard to engineering trade career choices at previously disadvantaged academic schools." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1909.
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Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003Currently in South Africa most learners attend academic schools that offer general subjects such as History, Geography, Biology, Accountancy and so on. There are considerably fewer technical schools that can absorb those individuals who want to pursue an engineering trade career path. Academic schools are not equipped to provide for learners who want to pursue engineering trade careers. These learners either fall by the wayside by leaving school prematurely, or they continue at the school through to matric with subjects that are not linked to engineering careers. This study attempts to determine the knowledge, understanding, attitude and perception of the learners, parents, educators, principal, and the WCED with regard to this problem. It is intended through this study to make recommendations that will lead to meaningful interventions in an attempt to rectify the current situation. The findings indicate that learners do not have an understanding of engineering careers and are more inclined to choose the more traditional careers such as teacher, doctor, lawyer, nurse etc. Because their career options are limited, many learners are unsure of what careers to choose while others end up choosing careers that are not suited for them. The parents are not knowledgeable enough and do not possess the necessary skills to assist their children with their career choices. Teachers at academic schools themselves had an academic education. As a result they are not aware of engineering careers and are not empowered to advise the learners. The principal, who is also an academic, has to consider the implication of making learners aware of engineering careers, because this could lead to an exodus of students from the school. He is under pressure from the WCED to maintain the required teacher - student ratios. The findings indicate that the WCED has initiated various programs around careers, but nothing specific with regard to career awareness. It is evident that these programs have not filtered through to this school. The methodology for this research incorporated a multi-method approach with both quantitative and qualitative instruments used. Questionnaires were directed at learners, educators and the parents. Focus group sessions were conducted with the learners and educators and interviews were directed at the principal and the WCED official. The study concludes with recommendations drawn from international models.
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Punch, Renee J., and n/a. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060608.124321.
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In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.
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Punch, Renee J. "Career Development and Adolescents Who are Hard of Hearing: Career Maturity, Career Decision-Making and Career Barriers Among High School Students in Regular Classes." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366624.
Full textAbstract:
In Australia, as in most English-speaking countries, increasing numbers of children with significant hearing loss are being educated in regular classes with the support of itinerant teachers of the deaf, rather than in segregated settings. These students primarily use their amplified residual hearing and communicate orally, and may be functionally defined as hard of hearing. This thesis reports on a study investigating the career development of hard of hearing high school students attending regular Year 10, 11, and 12 classes with itinerant teacher support in the Australian states of Queensland and New South Wales. The students had bilateral sensorineural hearing losses ranging from mild to profound. The study sought to identify and analyse the key factors that influence the career development of this population. The design of the study was informed by Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994), with its emphasis on cognitive variables, personal agency, diversity, and contextual influences, and the developmental theory of Donald Super and its associated concept of career maturity (Super, 1980; Super, Savickas, & Super, 1996). The study also investigated the social participation of hard of hearing adolescents and the relationship among the students' perceptions of their social participation, their social self-concept, and their career decision-making. The research was conducted using a three-phase, mixed methods approach incorporating two major phases, one quantitative and one qualitative, preceded by a minor, preliminary phase. The preliminary, exploratory phase of the study was included in order to guide the design of the survey instrument, and in particular the section covering perceived career barriers, an area not discussed in the literature for this population. Interviews were conducted with four hard of hearing Year 12 school students and four hard of hearing first-year university students who were recent school-leavers. In phase two, sixty-five hard of hearing students were compared with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, social participation and three variables associated with Social Cognitive Career Theory: career decision-making self-efficacy, outcome expectations, and goals. In addition, predictors of career maturity were tested for both groups. Phase three comprised the collection and analysis of qualitative data from interviews with a proportion of the survey respondents to explore the quantitative results in greater depth. Twelve students with hearing losses ranging from moderate to profound participated in these interviews. Results of the quantitative analysis indicated that (a) the two groups did not differ on measures of career maturity or social participation, (b) the Social Cognitive Career Theory variables were less predictive of career behaviours for the hard of hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on the measure of career development attitudes for the hard of hearing students. The quantitative data also showed that survey respondents reported high levels of anticipation of some hearing-related barriers to achieving their educational or career goals, particularly 'people not understanding my hearing loss.' The results of the qualitative analysis extended many of the quantitative findings, yielding information and insights inaccessible through traditional quantitative methods. The qualitative findings revealed ways in which students perceived potential barriers, how they felt about them, and ways in which their perceptions of barriers influenced their career choice and decision-making. In addition, the qualitative findings revealed a complex interaction among students' social participation with their peers, their experiences of other people's negative reactions, their self-consciousness about their hearing loss, their fears about mishearing people, and their career decision-making. In sum, the study identified potential career barriers as a key factor influencing the career development of this group of hard of hearing students, and clarified understanding of the way in which their social self-concept interacted with their career development. The study's findings contribute to current knowledge and understanding of the career development of adolescents with significant hearing loss who attend regular classes with itinerant teacher support in two states of Australia. The thesis discusses implications for theory and for practice that have arisen from the study, and sets out recommendations for ways in which the career development and transition of this population might be improved.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Post, Angela Solveiga. "Women's career choices and development at the transition point of university graduation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61158.pdf.
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Slater, Laura C. "Personal, professional, and cultural influences on the career choices of school principals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63810.pdf.
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Johnson, Helena Claire. "Continuing professional development for physiotherapists : exploring their choices in career long learning." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2194/.
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Purpose. The purpose of the thesis is to add to the body of knowledge of continuing professional development (CPD) for physiotherapists, by exploring the views of physiotherapists employed in NHS sites within one Strategic Health Authority. Relevance. Increasingly physiotherapists are under pressure to demonstrate engagement in CPD in order to demonstrate their competence, with a statutory requirement (HPC, 2003) that requires practitioners to show evidence of having undertaken CPD and to have applied this to their practice. Research Methods. The study used an interpretive approach and a sequential multi-method exploratory design involving 2 phases of data collection. Participants: Phase 1: 357 NHS physiotherapists; phase 2: 22 respondents from the survey. Data Collection Tools: Phase 1 used a four-page self-completion postal questionnaire. Phase 2 used semi-structured individual interviews. Analysis: The survey data from 140 completed questionnaires were analysed using SPSS. Principal Component Analysis (PCA) was used as a data reduction technique. The interview transcripts were analysed using NVivo 7.Findings. 32 different CPD activities were identified. PCA revealed 3 components as reasons for engaging in CPD activities, and 4 components as barriers to CPD. Internal consistency using Cronbach's Alpha was acceptable to good (.653 to .891). A Friedman ranks test found that the rank order of these components was consistent across all subgroups and the significance was p<0.05.Discussion. The findings suggest that there should be a greater focus on the contribution that work-based and self-directed learning activities can have on the CPD of physiotherapists in the NHS, at a time when finding in CPD is limited, as informal learning in the workplace is not always acknowledged within current policies. Measuring the impact of CPD remains a challenge, as personal benefit and benefit to the service cannot be easily separated. Conclusion. The findings indicate that the participants' decisions to engage in CPD were influenced more strongly by values related to improving clinical skills and patient care, than by the prospect of extrinsic rewards such as increase in pay and promotion. An increased understanding of the differences in CPD requirements of physiotherapists, at different stages in their careers, and practising in different clinical specialities, should enable appropriate CPD activities to be developed to ensure that they are appropriately supported in these roles.
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Yenge, Massa Noela, and Per Karlsson. "The factors influencing students’ career choices towards the accounting profession in Sweden." Thesis, Karlstads universitet, Handelshögskolan (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67688.
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Purpose – This thesis aimed at investigating students’ beliefs influencing their personal attitudes and subjective norms not to choose the accounting profession by using the simplified Theory of Reasoned Action (TRA) model. Theoretical framework – This study used the simplified TRA model to investigate the beliefs that influence students not to choose the accounting profession. From an accounting context, prior research has indicated that, there are intrinsic and extrinsic factors that determine the behavioural beliefs of students about the accounting profession. Likewise, normative beliefs are another construct of the simplified TRA model that influences students’ intentions towards the accounting profession. Methodology – Through a quantitative approach, questionnaires were sent electronically to first and second year students at five major universities in Sweden. In total, 323 students replied to the questionnaire. Since this study focused on students intending to choose business administration, non-business administration students were deleted from the sample giving an actual sample size of 228. The data collected was analyzed in two steps using multiple regression analysis. Findings – The findings of the study confirmed the simplified TRA model. The results showed that both behavioural and normative beliefs influenced students’ intentions not to choose the accounting profession. For behavioral beliefs, no personal interest in accounting, the belief that accounting is boring and the belief that other occupations (for instance, marketing and management) negatively influenced students’ attitudes not to choose the accounting profession. Similarly, for normative beliefs, teachers and peers influenced students’ subjective norms not to choose the accounting profession. Practical implications – The practical implications of this study are two-folded. Firstly, program directors at universities should engage in hiring qualified teachers in accounting, organize supportive activities to encourage students about the accounting profession. Also, program directors should include compulsory internships in the curriculum so that students can learn about the accounting profession. Secondly, former accounting students should get involved in the process of encouraging students about the accounting profession. Originality/value – This paper contributes to the existing literature by highlighting the beliefs influencing the personal attitudes and subjective norms of students not to choose the accounting profession. Therefore, the thesis provides an up-to-date theory about the TRA in the accounting profession in Sweden.
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Brown, Philip Reid. "Content and Choices: An Exploration of Career Goals in Undergraduate Engineering Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70879.
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The careers that students pursue after graduating from engineering programs are a central component to engineering education. However, we lack perspective on how students, the main stakeholder of the engineering education system, describe the goals they have for their post-graduation careers and make choices related to those goals. As a first step in closing this gap, I explored the different types of career goals that students have, investigated how students connect different types of goals to choices they make in engineering programs, and developed a survey instrument for future research on career goals. My sequential mixed methods study consisted of three phases. In the first phase, I analyzed interview data via the constant comparative method to explore the different types of career goals that students described. In second phase, I used the types of goals identified in phase one to analyze how students described connecting their career goals to choices they made as undergraduates in longitudinal interview data. In the final phase, I adapted the ideas from phase one and phase two into a quantitative survey instrument, which I piloted for validity and reliability. My study produced four main outcomes. The first outcome was identifying two distinct types of career goals held by students including goals about the jobs students want post-graduation and goals relative to job attributes rather than specific jobs. The second outcome was that students connected both types of career goals to choices they make in the present academic context. The third outcome was that career goals and their connection to choices students make could be measured in a valid, reliable survey instrument. Finally, my results suggest that there may be differences in the ways that male and female students describe their career goals and the ways that career goals are connected to choices. These outcomes have broad implications for students, educators and researchers in the engineering education system.Ph. D.
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Lundgren, Jen, and Kajsa Hultén. "Growing Your Own Branch While Pruning the Family Tree : An Exploratory Study of Individual Career Management in the Context of Family Business." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43866.
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Snell, Erin B. "Examining the career choices and civic engagement activities of Teach for America alumni." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378381.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009.Title from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3817. Adviser: Robert Toutkoushian.
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Sadler, Judy L. "Musicianship, career choices, and longevity : Marilyn Horne as a model of vocal success." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177989.
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Marilyn Home, American mezzo-soprano, debuted on the operatic stage in 1954 and retired from the operatic stage in 1996 and the classical stage in 1999. She sang nearly sixty opera roles, mostly bel canto, from the soprano, mezzosoprano, and contralto repertoire. She performed more than 1400 recitals during her classical career, and at the time of this writing (spring 2000), continued to sing pops concerts and recitals. Her importance in the American opera world as well as her diversity and longevity cause her to be a model worthy of study.Chapter one contains an introduction to Home's accomplishments and awards, and the procedures followed in the study. Chapter two outlines Home's early life and how it led to her successful career. Chapter three provides a comparison of Home's career to the careers of Pauline Viardot-Garcia, Rose Bampton, Janet Baker, and Giullietta Simionato. Chapter four is a discussion of Home's vocal technique and musicianship, while chapter five provides information on selected operatic roles and her importance in the Rossini revival. Chapter six presents Home's recital career, with special consideration of her performances on the William Jewell College Fine Arts Program and the formation of the Marilyn Home Foundation. Appendix A is an interview transcript that includes Home's thoughts about a number of her opera roles, recital planning, and various mentors and musical collaborators (such as Joan Sutherland and Henry Lewis). Other appendices include a list of Home's operatic roles, recital programs, and a selected discography and videography.Marilyn Home had a remarkable career, and her great longevity is a result of her technical virtuosity, intelligent choices, careful planning, and audience rapport. Home was an important figure in the American opera world. She was an avid student of her instrument and a zealous guard of her vocal resources. Future generations of singers need to consider the lessons that can be learned by examining Home's career. Home was a singer for all generations. She adds positive light to the title "diva," and she is a model worthy of accolades and study.School of Music
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Sims, Selena. "High School Early Childhood Education Pathway| Impact on Future Career Choices and Success." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246107.
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This study examined the influences the Early Childhood Education Pathway (ECEP) had on secondary students' career choice and postsecondary decisions. ECEP's with onsite laboratory settings or off campus practicum were utilized in the study. The hands-on experiences in a secondary setting provided students with authentic work experiences. Students' knowledge of the Early Childhood Education and Care profession was measured using the National Occupational Competency Testing Institute (NOCTI) Early Childhood Education and Care Basic assessment. A dependent t test calculated the difference between the pretest and posttests. Eighty-six students participated in this assessment. There were 100 participants who completed the GA College 411 Interest Profiler. A Wilcoxon Signed Rank test calculated the differences in ranks of how students' career interest profile ranks changed from the eighth grade to the students' experience in the ECEP. Lastly, interviews were conducted to determine if perceptions of the education profession changed and if the student planned to continue a career in education or working with children. The results indicate that the ECEP does significantly influence students' knowledge about the profession. The findings of this study suggest that the ECEP does help students to make career decisions and postsecondary choices. Keywords: secondary education pathway, onsite laboratory school, early childhood education pathway, secondary education training, child development, career preparation
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James, Wendy. "Perspectives of executive women: Life choices and balancing career with marriage and children." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/716.
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This qualitative study investigated the experiences of executive women and their choices in balancing work with marriage and children. Research on women in the workplace tends to conflate categories of hourly workers, part-time employees, and middle- and upper-management careers. Yet, the literature on balancing career and family life does not adequately portray the experiences of executive women. The purpose of the study was to discover executive women's perceptions about their career, how they chose their path, and how their career choices affected their decisions about marriage and children. The research questions for this study examined: (a) The effect of executive women's career choices on their balance of marriage and children, (b) reflection on career choices as an opportunity (enhancement) or loss (conflict) regarding marriage and children, and (c) the sacrifices made or regrets felt, if any, by executive women in pursuing a career. The research questions reflect the study's grounding in role theory, role conflict theory, and spillover theory. Data were collected via personal interviews with 10 participants, which were recorded, transcribed, and coded for themes. Results showed that although participants were conscious of making some sacrifices, such as feeling guilt missing their children's events and not making time for self or women friends and feeling some guilt about those sacrifices, they expressed no regrets for the decisions they made. The study has the potential to effect social change by providing insight about how an important subset of the professional work force attempts to balance career and family life. The study may also help women pursuing business careers make more informed choices about their personal and professional goals.
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Carrico, Cheryl Ann. "Voices in the Mountains: A Qualitative Study Exploring Factors Influencing Appalachian High School Students' Engineering Career Goals." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22028.
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Though some research exists related to career choices among Appalachian youth, and literature exists which broadly examines choices to pursue engineering degrees, information specifically related to Appalachian students' career choice toward engineering is limited. Engineering typically represents high paying, stable jobs so it is particularly important to understand what attracts students to, or deters them from, engineering careers in the Appalachian region, which is beset by poverty and low representation in higher education. The purpose of this research was to explore what influences students from the Central Appalachian region of Virginia in choosing their career goals, in particular, relative to engineering careers. Therefore, the overarching research question was: How are Central Appalachian high school students influenced as they choose their career goals, especially with respect to engineering?
In this qualitative study, I used semi-structured interviews and case study methods, guided by Lent and Brown's Social Cognitive Career Theory, to explore career choice goals of high school participants in Southwest Virginia. The twenty-four high school participants and twelve college engineering student participants represented a diverse sample with respect to school and county demographics. Through thematic coding, the data revealed patterns relative to 1) reasons students chose their career goals, and 2) variation in factors contributing to career goals. Specifically, I identified six high school categories of reasons and only three reasons for college engineering students. High school students' career choice reasons, while related to interests, were largely influenced by critical life events. Additionally, patterns emerged based on whether or not the student was a continuing generation Appalachian (CGA), parent/guardian educational attainment and place of employment, and the location of the high school relative to college resources. This is consistent with previous literature, which points to the importance of parental education and student interests as factors for determining a student's career choice, and STEM literature, which often links interests in math, science, or engineering activities as key influencers. However, this research also revealed that critical life events, a student's family background (First Generation College and CGA), and parental job location are patterned with career goals.Ph. D.
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Kithyo, Isaac Mattemu. "Making sense of students career choices : the case of technical training institutions in Kenya." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46364.pdf.
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MacKinnon, Heather D. "Education, career and lifestyle choices made by past Nova Scotia Youth Conservation Corps participants." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ57240.pdf.
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McClintock-Comeaux, Marta Suzanne. "Female doctoral students' family and academic department experiences and their relationships to career choices." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/4267.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Family Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Mensforth, Helen Lestelle. "Single-sex education for girls : its effects on f̀ear of success' and career choices /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09AR/09arm548.pdf.
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Fagan, Catherine A. "The long-term effects of study abroad experiences on career, educational, and travel choices." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/561.
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Mallery, Nicole S. "THE ECONOMY'S EFFECT ON THE CAREER CHOICES AND JOB OPPORTUNITIES OF GRADUATING FINANCE MAJORS." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192541.
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Trent, Caitlin Brooke. "Entrepreneurial Career Choices Resulting from Influential Factors: Survey of B.B.A. Management and Marketing Alumni." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/honors/122.
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This research focused on East Tennessee State University (ETSU) Management and Marketing Alumni who graduated between 2003 and 2008. Based on the available literature and research on this topic, there was a limited amount of specific information as to the careers these alumni seek. As a means to gather data about the careers management and marketing alumni pursue, an online survey was used, which also supported three specified objectives. In summarized form these objectives are: non-corporate career choices and certain factors that influence entrepreneurship, B.B.A. Management and Marketing Alumni careers (or employment), and small and medium-sized enterprises (SMEs) or multinational corporations (MNCs) in regards to entrepreneurship. The results of this research revealed significant conclusions for these three objectives.