Relevant bibliographies by topics / Career development Victoria Evaluation

Academic literature on the topic 'Career development Victoria Evaluation'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Career development Victoria Evaluation"

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Khalil, H., A. Leversha, and J. Walker. "Evaluation of pharmacy students' rural placement program: preparation for interprofessional practice." Australian Health Review 39, no. 1 (2015): 85. http://dx.doi.org/10.1071/ah14121.

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Objective To date, there are few data on pharmacy-specific placement programs and their impact on students’ work after graduation. The present study evaluated an innovative rural pharmacy placement program targeted at influencing students to work and live in rural areas after graduation. A secondary aim of the study was to explore the students’ intentions to come back and practice in rural areas as a result of their involvement in the rural pharmacy program. Methods A questionnaire was distributed, by hand, to a total of 58 third and fourth (final) year pharmacy students undertaking their rural placement in the Gippsland region, in rural Victoria in 2011 and 2012. Results Fifty-seven responses were returned (response rate = 98%). Students stated that understanding pharmacy practice from a rural perspective, visits to rural health professionals and sites and the attitude of their preceptors were essential to their satisfaction with their rural placements. A significant number of students (72%) intend to seek employment in rural areas if opportunities arise as a result of their increased rural awareness. The key components for a successful rural placement program were described by the surveyed students as social awareness, recognising job opportunities and interprofessional learning. Conclusion The evaluation of the rural placement program revealed that students valued their visits to rural sites and their interaction with other rural health professionals the most. What is known about the topic? Rural undergraduate student programs have been initiated as a result of several Australian government strategies to address shortages in rural health workforce. Subsequently, various rural placement programs have been integral parts of several disciplines, including medicine, dentistry, nursing, occupational therapy and pharmacy among others. To date, there are few data on pharmacy-specific placement programs and their impact on students’ work after graduation What does this paper add? The rural pharmacy program is important in influencing students’ perceptions and interest in a career in rural areas. The key components for a successful rural placement program were described by the surveyed students as social awareness, recognising job opportunities and interprofessional learning. What are the implications for practitioners? Interprofessional learning and collaboration are inevitable due to the shortage of health professionals and the move towards holistic management of patients in healthcare settings. The development of an interprofessional rural education that combines rural medical and pharmacy students together highlights the importance of an interprofessional approach to preparing students to work in rural areas.
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Krausz, Peter. "Development of the Career Field in Victoria over the Last 10 Years." Australian Journal of Career Development 11, no. 3 (October 2002): 18–19. http://dx.doi.org/10.1177/103841620201100309.

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Holmes, James R. "Vale Roger Banks: A Tribute." Australian Journal of Telecommunications and the Digital Economy 6, no. 1 (March 30, 2018): 60–66. http://dx.doi.org/10.18080/ajtde.v6n1.146.

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Roger Banks, who was well known to many in the telecommunications industry, passed away in January 2018. He retired as Telecom Australia’s Director of Business Development in 1988, having made significant contributions to Telecom’s commercial development and customer focus. His early career included significant leadership in CCITT’s switching studies. This obituary outlines his life from the early days in Victoria, through his career with the PMG and Telecom, to his post-retirement contributions as a board member and supporter of engineering education.
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Holmes, James R. "Vale Roger Banks: A Tribute." Journal of Telecommunications and the Digital Economy 6, no. 1 (March 30, 2018): 60–66. http://dx.doi.org/10.18080/jtde.v6n1.146.

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Roger Banks, who was well known to many in the telecommunications industry, passed away in January 2018. He retired as Telecom Australia’s Director of Business Development in 1988, having made significant contributions to Telecom’s commercial development and customer focus. His early career included significant leadership in CCITT’s switching studies. This obituary outlines his life from the early days in Victoria, through his career with the PMG and Telecom, to his post-retirement contributions as a board member and supporter of engineering education.
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Van Raalte, Judy L., Staci R. Andrews, Allen E. Cornelius, Britton W. Brewer, and Albert J. Petitpas. "Student-Athlete Career Self-Efficacy: Workshop Development and Evaluation." Journal of Clinical Sport Psychology 11, no. 1 (March 2017): 1–13. http://dx.doi.org/10.1123/jcsp.2016-0015.

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Although graduation rates for intercollegiate student-athletes in the United States have hit record highs in recent years, many student-athletes lag behind their nonathlete peers in terms of career readiness. The purpose of this research was to create and evaluate a theoretically grounded, evidence-based career development workshop for student-athletes. In Study 1, 28 college and university professionals reviewed the Career Self-Exploration for Student-Athletes Workshop Presenter’s Guide and online training videos. Workshop materials were revised based on feedback received. In Study 2, a national sample of 158 student-athletes participated in a controlled field trial. Results indicated that participating in the Career Self-Exploration for Student-Athletes Workshop enhanced student-athletes’ career self-efficacy relative to a control group. These findings suggest that the Career Self-Exploration for Student-Athletes Workshop, available online for free, can be used by campus professionals to enhance career development opportunities for student-athletes across geographic regions and resource availability levels.
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Martaningsih, Sri Tutur. "Evaluation Of Career Guidance Program In Vocational High School." SHS Web of Conferences 42 (2018): 00093. http://dx.doi.org/10.1051/shsconf/20184200093.

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Career success is the achievement and self-actualization of the individual in his chosen career path. Understanding self-potentials and self-weaknesses, choice suitability, readiness and decisions, and understanding career development are expected to support individual career success. Facilitating the preparation of individual career development needs to be pursued for individual careers optimal development to benefit themselves and many others. Vocational high school students armed with relevant job competences, prepared for working after graduation. On the other hand, vocational high school graduates are still in their adolescent age with the development stage of search for identity, not yet thinking about career, so they needed more intensive career insight briefing through career guidance. Career guidance in vocational high school should be able to build students’ career readiness, and the maturity in their adolescent age which is relatively unstable in their socio-emotional. This review of career guidance program evaluation is conducted qualitatively through surveys, interviews and leiterature studies to provide an overview of evaluation program and its relevance to the necessity. Understanding the quality, weaknesses, obstacles to service implementation, and potential utilization are expected to improve career guidance effectiveness services in vocational high school. An evaluation on the overall career guidance program, will provide feedback for ongoing improvement. Various evaluation models are available, it needs to be selected about the relevance to the career counseling program characteristics, so that evaluation feedback is more optimal.
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Blachnicka, Klaudia. "Objectivity in evaluating professional career development." e-mentor 94, no. 2 (July 2022): 48–54. http://dx.doi.org/10.15219/em94.1558.

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Adopting a proactive attitude focused on professional development is essential in the contemporary, volatile environment. Objective and subjective indicators are used when evaluating the development of a professional career. However, the adequateness of the criteria chosen for evaluation is ambiguous due to the limitations of both objective and subjective measures. In this article, on the basis of a review of literature, objective and subjective measures of professional progression were characterized, and the possible distortions of objective evaluation resulting from applying them were identified. The evolution of the career paradigm results in the need to verify professional development in the modern approach, which strongly highlights the subjective prospects of a professional career that reflect an individually planned concept of oneself. Nevertheless, a possible criticism regarding subjective measures is lack of objectivity in career evaluation. Therefore, the purpose of this article is to analyze the relationship between the objective and subjective measures of professional careers. The study was based on an online questionnaire which covered 190 employees employed in large and medium-sized companies in Poland. The study confirmed the positive relationship between the measures, and shows the direction of the relationship, showing that the subjective and objective criteria commensurately indicate career development. Career satisfaction can be successfully used in the assessment of professional development, thus giving reliable results for its advancement.
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Boyoung Kim. "Development and Psychometric Evaluation of the Career Flexibility Inventory." Korea Journal of Counseling 20, no. 4 (August 2019): 113–31. http://dx.doi.org/10.15703/kjc.20.4.201908.113.

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Pavlidis, Nicholas, Fedro A. Peccatori, Alexandru Eniu, Elie Rassy, Matti Aapro, Christian Rolfo, Franco Cavalli, and Alberto Costa. "ESO's career development program (2002-2021): Presentation and evaluation." Critical Reviews in Oncology/Hematology 169 (January 2022): 103576. http://dx.doi.org/10.1016/j.critrevonc.2021.103576.

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Aktan, Osman. "Evaluation of postgraduate education for the teachers ‘career development." Journal of Higher Education and Science 10, no. 3 (2020): 596. http://dx.doi.org/10.5961/jhes.2020.419.

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Dissertations / Theses on the topic "Career development Victoria Evaluation"

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Schleppegrell, Sara. "Career development group program evaluation." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998schleppegrells.pdf.

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McCash, Phil. "Career development at depth : a critical evaluation of career development theory from the perspective of analytical psychology." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21802/.

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In this thesis, it is argued that Jungian and post-Jungian perspectives, in contrast to Freudian and Adlerian, have been neglected in classic and contemporary career development theories. This omission is addressed by undertaking a critical evaluation of career development theory in relation to analytical psychology. The primary research strategy adopted is a systematic and critical comparison of the two literatures. Canonical and contemporary texts from within career studies are selected focusing on seven areas of career theory: cultural systems; personality; career types; career strategies; narrative; life course development; and learning. These are critically evaluated using concepts from analytical psychology. Specifically, the work of Jung and post-Jungian scholars is deployed in relation to individuation and the key themes of: projection; persona; typology; archetypal image; personal myth; vocation; and transformational learning. The original contribution is a post-Jungian evaluation and re-imagination of career development theory. It is suggested that cultural career theory can be enhanced by considering the role of projection. In addition, it is argued that self-concept career theory is enriched by Jung’s structural model of the psyche; and the literature on career types can be broadened to include typology. It is further proposed that individuation offers a more critical take on career strategies; and personal myth extends the narrative turn in career studies. Finally, it is claimed that developmental theory is illuminated by an analytical psychological view of vocation; and career learning augmented by transformational learning theory. Overall, it is argued that career means to carry life, and through personal myth, weave together the golden threads that connect us all.
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deBoer, Julie, and University of Lethbridge Faculty of Education. "Evaluation of an online career workshop." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/216.

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The purpose of this study was to evaluate empirically the effectiveness of the new online career workshop titled "Ex-Scape" based on career knowledge and skill outcomes. Although numerous studies have been conducted on distance education classes in various disciplines, little research was found on the effectiveness of web-based learning in career development courses. Quantitative methods were used to determine a numerical score. Pre- and posttests were calculated and recorded in SPSS 11.5 and paired t-tests determined whether or not there was significant difference in the scores between the pre- and posttests. Qualitative methods were used through course evaluations and focus groups to record student comments of their experience with the online course. Results revealed that the online method of instruction was effective based on career knowledge and skill outcomes. Recommendations for further research include continuation of future research on the outcome success of online career development courses; utilization of a broader approach to research to include variables such as students' preferred learning styles, motivational factors, cost factors, and students' computer expertise; and collection and critique of post-resumes to follow up on students' impressions of their skills.
xi, 108 leaves ; 28 cm.
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Davis, Juanita Johnson. "The evaluation of an urban career guidance program based on the national career development guidelines." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134922/.

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Rubin, Margaret A. "Evaluation of the Wisconsin Career Pathways Web Site: A Comprehensive Plan for Ongoing Development." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/58.

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An Evaluation of the Wisconsin Career Pathways Web Site: A Comprehensive Plan for Ongoing Development. Margaret A. Rubin, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Career and Technical Education, Career Exploration, Career Guidance, Evaluation, Web Sites. This research study was designed to provide for the ongoing development and improvement of the Wisconsin Career Pathways Web site. The Web site aids secondary educators in the development of secondary-to-postsecondary programs of study, assists middle and high school students in career exploration and academic planning, and helps middle and high school counselors and advisers guide students for success in college and careers by providing them with access to school-wide and individual student Web-site activity. The Web site was developed in phases following a year of planning during the 2008-09 fiscal year. The concept of programs of study is a relatively new and emerging school-reform initiative, and the Wisconsin Career Pathways Web site project was initiated as a Web-based dynamic data-driven resource to help Wisconsin stakeholders. The Web site has been in a constant state of development, expansion, upgrade, and improvement since the launch of its 1st phase in 2010. A developmental evaluation approach was utilized to address the evolving nature of the Web site. The writer developed online surveys to gather input from 3 stakeholder groups: technical college career-prep administrators, middle and high school counselors and advisers, and secondary program-of-study builders. Following quantitative and qualitative data analysis of the surveys, the writer developed a preliminary plan for the Web site's ongoing development and followed up with a focus-group session of interested survey participants representing each of the stakeholder groups. Based on the analysis of qualitative data collected at the focus-group session, the researcher finalized the preliminary plan. The final plan includes a discussion of the data collected and analyzed as well as recommendations for ongoing development and improvement of the Web site. The sequential mixed-methods approach was instrumental in exposing the satisfactory components of the Web site. In general, the data reflected satisfaction with the Web site, namely its user-friendliness, which was one of the project team's earliest goals for the Web site. The Web site is seen as an essential resource for Wisconsin stakeholders. To keep moving forward with Wisconsin's program-of-study and college and career planning initiatives, addressing the unmet needs of stakeholders will not only increase Web-site usage but will lead to a clearer understanding of those initiatives. Based on the results of this study, the researcher developed a comprehensive plan. The plan suggests that improving the online program-of-study builder tool, providing more training, building reporting capacity, developing a marketing plan, and increasing Web-site interactivity based on push-notification technology are necessary actions for the ongoing development and improvement of the Web site. The findings of the study will be submitted to the Wisconsin Technical College System.
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Houseman, J. Cary. "An evaluation of a career development program in a government research and development center." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54447.

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With the increase in employer-sponsored career development programs (CDPs) there has been the need to evaluate the effects of CDP interventions on the both individual and the organization. Previous-follow-up evaluations of participants in workshop oriented CDPs have focused on the effects of CDP intervention services in terms of individual outcomes (i.e., career/life planning, decision making, stress management), but have not dealt directly with the impact of CDPs on the organization, nor compared the CDP participant group with a group of nonparticipants. The subjects for this study were all employees of NASA Langley Research Center, Hampton, Virginia. The CDP services are offered in a neutral on-site area, the Career Development Center (CDC), housed in the Technical Library. Using follow-up questionnaires and interviews, this study replicated many aspects of previously reported CDP evaluations. The results were generally comparable to those studies with respect to the positive impact of the CDP intervention on the individual. Specifically, participants evaluation of the CDC services received were: 1. positive with respect to the CDC process meeting their needs, 2. positive with respect to staff responsiveness, 3. positive with respect to questions they wanted answered, and 4. positive with respect to using the services again if the need arose. The matched groups of nonparticipants and participants scores (fifty in each group) were compared on the dependent variables of job satisfaction, job. commitment, and "actions taken" related to training services offered by the organization. The statistical analyses indicated nonsignificant differences with respect to job satisfaction, and significant differences with respect to job commitment and "actions taken" in the direction of the control group of nonparticipants. This study concluded from the comparative findings, with the equivocation of the job satisfaction measures, the differences noticed in job commitment were an attempt to use the services of the CDP to "self-actualize" their careers and better utilize their skills both on the job and in nonjob related activities. The "actions taken" variable did not show a high degree of involvement of the CDP participants in the organization's training services, but they did become more involved in nonjob related activities. Finally, questions were raised concerning the appropriateness of the dependent variables and matched groups design used in this study for measuring CDP effectiveness. Alternative approaches were suggested for future research.
Ed. D.
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Hong, Hee Jung. "A psycho-educational curriculum for sport career transition practitioners : development and evaluation." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/25589.

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The aim of this thesis is to extend sport career transition knowledge by developing and evaluating a psycho-educational curriculum for sport career transition practitioners. Study 1 provides an extensive overview of organisational intervention programmes for sport career transition, as well as of training and development programmes for sport career transition practitioners from 19 countries worldwide. The purpose of Study 1 was to examine the following five features of sport career transition organisational intervention programmes and training and development programmes for sport career transition practitioners: 1) At the government level, which organisation is responsible for the delivery of sport career transition organisational intervention programmes? 2) What is the typical strategy of sport career transition organisational intervention programmes? 3) Which activities and events are included in sport career transition organisational intervention programmes? 4) Who is responsible for the delivery of sport career transition organisational intervention programmes? and 5) Do sporting organisations have training and development programmes for sport career transition practitioners? Findings from Study 1 were used to inform Study 2 and to supplement the literature review. According to the literature, training and development programmes for sport career transition practitioners remain scarce, while the number of sport career transition organisational intervention programmes is gradually increasing. The purpose of Study 2 was to develop and evaluate a novel psycho-educational curriculum for sport career transition practitioners. There were three stages of development and evaluation: (1) content development, (2) curriculum design and (3) curriculum evaluation. To achieve the goal of Study 2, a focus group and a two-round Delphi method were implemented. The final version of the psycho-educational curriculum is presented in Chapter 5. The purpose of Study 3 was to test a key aspect of the psycho-educational curriculum developed in Study 2 concerning 38 competences of sport career transition practitioners. A curriculum package consisting in the key parts from the overall curriculum was developed for Study 3. The findings revealed that the curriculum package positively affected the confidence of the study participants in 38 competences concerning sport career transition. This demonstrates that the curriculum is effective for the development of sport career transition practitioners, as the study participants exhibited greater confidence on all four factorsDual Career Transition Management, Skill Transfer, Social Support, and Career Planningwhen completing the curriculum package. The discussion in Chapter 7 focuses on both the theoretical and practical implications of the research, limitations and future research directions. In conclusion, the findings presented here deepen the knowledge of sport career transition in the areas of organisational intervention programmes for high performance athletes and training and development programmes for sport career transition practitioners. In addition, a novel psycho-educational curriculum for sport career transition practitioners is developed and evaluated.
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Slomp, Mark William, and University of Lethbridge Faculty of Education. "Measuring the efficacy of career development services : agency and service providers perceptions." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/360.

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This study examined the perspectives of agencies providing career development services in Canada concerning the current state of efficacy assessment. The central question guiding this research was: How do representatives of career services agencies perceive their evaluation practices and the results they are obtaining? A total of 147 (n=147) agency representatives participated in an on-line survey. The data obtained through the use of this survey were analyzed using a mixed methods design - methods included frequency analysis, Chi square analysis and qualitative methods (to conduct content analysis). A number of conclusions were drawn from this study. It appears that the vast majority of agencies value reporting on the outcomes of the services they provide and do engage in efficacy measurement. However, it is also apparent that certain types of career development agencies do not value and do not engage in efficacy measurement to the same extent as other types of career development agencies. In addition, it appears that a strong emphasis is currently being placed on tallying the number of clients who secure employment or return to school with a lack of emphasis being placed on other outcomes. Finally, according to the sample in this survey, agency representatives are encountering many obstacles in their attempts to measure the effectiveness of the services they provide. The results of this study have many implications for the field of career development. In order to provide a sound body of evidence attesting to the efficacy of career development services much work will have to be done to build a strong framework to ensure accountability.
xiv, 151 leaves ; 29 cm.
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Corkery, Debra L. "Developmental practices for effective teacher evaluation /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.

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Dean, Geoffrey Sholes. "Strategies for the Development of Integrated Career and Technical Education Program Evaluation Systems." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27807.

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This research effort was designed to analyze the current federal career and technical education legislation to determine methods of â operationalizingâ the policy at the state and local levels. In performing the policy analysis, organizational and systems viewpoints were consistently used in determining the intent of the legislation and then how to structure a program evaluation system to fulfill the policy goals. The research methodology is a hybrid interdisciplinary method that combined policy and system analyses. Secondary career and technical education legislation served as a test case to develop the program evaluation system strategies and requirements because the researcher was familiar with this segment of education and the policies associated with it. Program evaluation theoretical foundations were presented as means to understand the policy intentions and to develop a conceptual system model. The resulting system model was presented with actual examples of system constructs. Detailed process flowcharts were developed to show the system structure and functions. Organizational responsibilities and requirements were addressed in the system model development. An additional component of the systems analysis was to determine the system implementation sequence. The implementation sequence is based on a longitudinal program evaluation design that spans a five-year interval for each graduation year cohort. The system model resulting from this research is one of many possible variations that could be developed to satisfy the requirements of the federal Carl D. Perkins Vocational and Applied Technology Education Act of 1998. The system analysis and model development strategies can be applied to other education and socioeconomic policies that deliver human services with accountability requirements. No attempt was made to perform a system cost analysis in this research effort.
Ph. D.
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Books on the topic "Career development Victoria Evaluation"

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G, Clawson James, ed. Self-assessment and career development. 3rd ed. Englewood Cliffs, NJ: Prentice Hall, 1992.

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G, Clawson James, and Kotter John P. 1947-, eds. Self-assessment and career development. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Riddle, Dorothy I. Demonstrating value: A career development services evaluation workbook. Ottawa, Ontario: Canadian Guidance and Counselling Foundation, 1995.

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1953-, Winkler John D., Biddle Andrea K, and National Institutes of Health (U.S.), eds. An evaluation of the NIH Research Career Development Award. Santa Monica, CA: Rand, 1987.

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Career trek. Pearson Prentice Hall: Upper Saddle River, N.J., 2008.

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Nellie, Sabin, ed. What your boss can't tell you: How to evaluate your company, your job, your goals, your performance. New York, NY: American Management Association, 1988.

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Gray, Alison. Evaluation of career development courses for public servants with disability. Wellington: The Commission, 1990.

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Brandt, Richard Martin. An evaluation of the career development pilot program appeals process. Raleigh, NC: North Carolina General Assembly, 1988.

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Brandt, Richard Martin. An evaluation of the career development pilot program appeals process. Raleigh, N.C: N.C. General Assembly, 1988.

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Kumar, Arti. Personal, academic and career development: SOARing to success. New York, NY: Routledge, 2008.

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Book chapters on the topic "Career development Victoria Evaluation"

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Almeida, Nirmala, Aziel Marques, and Gideon Arulmani. "Evaluation of the Quality of Career Guidance Centers." In Handbook of Career Development, 659–70. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9460-7_37.

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Stylianidis, Panagiotis, Nikolaos Politopoulos, Thrasyvoulos Tsiatsos, and Stella Douka. "Design, Development and Evaluation of a MOOC Platform to Support Dual Career of Athletes (GOAL Project)." In The Challenges of the Digital Transformation in Education, 257–66. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_25.

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STRAUSER, DAVID R., FONG CHAN, JULIANNE FRAIN, TIMOTHY TANSEY, and MICHAEL FRAIN. "Vocational Evaluation in Rehabilitation." In Career Development, Employment, and Disability in Rehabilitation. 2nd ed. New York, NY: Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826158161.0012.

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Strauser, David R., Fong Chan, Ming-Hung WanG, Ming-Yi Wu, and Maryam Rahimi. "Vocational Evaluation in Rehabilitation." In Career Development, Employment, and Disability in Rehabilitation. New York, NY: Springer Publishing Company, 2013. http://dx.doi.org/10.1891/9780826195647.0011.

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Rose, Suzanna M., Yesim Darici, and Sanaz Farhangi. "Strategic Career Development for STEM Women Faculty." In Handbook of Research on Faculty Development for Digital Teaching and Learning, 438–59. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch022.

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Women continue to be underrepresented in the academic fields of science, technology, engineering, and mathematics (STEM) relative to the proportion of doctoral degrees they earn. This also was the case in 2009 at Florida International University, where only 11% of the STEM tenure-line faculty were women. In this chapter, the rationale, implementation, and outcomes will be described for two strategic career development projects for STEM women faculty that were funded by the National Science Foundation; the Awareness, Commitment, and Empowerment project (2011-2016); and the FIU ADVANCE Institutional Transformation project (2016-2021). Also described will be the role that social media and digital formats played in developing and sustaining a sense of community among women faculty, as well as for doing research and evaluation.
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Asabere, Nana Yaw, Amevi Acakpovi, Ezer Osei Yeboah-Boateng, Wisdom Kwawu Torgby, and Eric Amoako. "Towards Career Development for High School Students." In Advances in IT Standards and Standardization Research, 56–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3468-7.ch004.

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Globally, choosing the right tertiary programme for university (higher) education is quite a difficult task for students. A wide range of programmes are offered by the individual universities which differ in terms of delivery modes and entry requirements. Technology inclusion in the 21st century has paved the way for the proliferation of electronic/computing systems such as electronic counseling (e-counseling) and electronic learning (e-learning). By employing a quantitative research instrument (questionnaire) to ascertain technology acceptance of Senior High School (SHS) in Ghana, this chapter proposes a web-based (e-counseling) expert system which will match students' backgrounds with the right tertiary programme towards career development. Evaluation of our proposed approach suggests that majority of the selected students (80%) out of 100 who used the system accepted and embraced it. Such a system will therefore solve and improve career guidance, counseling, and development problems of SHS students in Ghana.
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Bragg, Debra D. "An Integrative Framework for Evaluating the Impact of Career Pathways." In Career Pathways, 15–35. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907785.003.0002.

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During the past several years, career pathway systems have expanded to prepare adults for the workforce. Although career pathways are not new, numerous states, the federal government, and philanthropic foundations continue to advance the idea to offer more postsecondary education and workforce training opportunities for adults. Coordinated policies, programs, and services involving adult basic education, community colleges, and workforce development are viewed as vital to creating highly functioning career pathways systems. This chapter describes three core functions of career pathways systems—pathway entry, integrated training, and career progression—and advances the notion that evaluations should be aligned to these functions to inform future policy and practice. Recognizing the value that these functions play independently and collectively in implementation and evaluation is key to supporting continuing efforts to scale career pathways systems nationwide.
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Dorsey, David W. "Big Data, Data Science, and Career Pathways." In Career Pathways, 239–54. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907785.003.0014.

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With the rise of the internet and the related explosion in the amount of data that are available, the field of data science has expanded rapidly, and analytic techniques designed for use in “big data” contexts have become popular. These include techniques for analyzing both structured and unstructured data. This chapter explores the application of these techniques to the development and evaluation of career pathways. For example, data scientists can analyze online job listings and resumes to examine changes in skill requirements and careers over time and to examine job progressions across an enormous number of people. Similarly, analysts can evaluate whether information on career pathways accurately captures realistic job progressions. Within organizations, the increasing amount of data make it possible to pinpoint the specific skills, behaviors, and attributes that maximize performance in specific roles. The chapter concludes with ideas for the future application of big data to career pathways.
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Stegniy, Vasiliy Nikolaevich. "Motivation of pupils of primary professional education in career choices: opinion, evaluation." In Sociology and Society: Traditions and Innovations in the Social Development of Regions, 613–16. Russian Society Of Sociologists of FCTAS RAS, 2020. http://dx.doi.org/10.19181/kongress.2020.75.

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Kitainge, Kisilu M. "Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions." In Handbook of Research on E-Learning Applications for Career and Technical Education, 34–46. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch003.

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This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.
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Conference papers on the topic "Career development Victoria Evaluation"

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Kim, Boyoung, and Sang Min Lee. "DEVELOPMENT AND PSYCHOMETRIC EVALUATION OF THE CAREER FLEXIBILITY INVENTORY." In 40th International Academic Conference, Stockholm. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.040.031.

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Jerkunkova, Aleksandra, Irena Katane, and Regina Baltusite. "Changes in the engineering students’ procrastination self-evaluation within the experimental approbation of career education program." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.041.

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One of the modern education problems being investigated is a phenomenon of student procrastination and minimisation of its influence on achievement of career goals. A transformative pedagogical experiment was carried out involving 1st year engineering students of Latvia University of Life Sciences and Technologies during the 2018/2019 academic year. The aim of the transformative pedagogical experiment was to promote the reduction of student procrastination levels and achievement of their goals by practical experimental approbation of a career education program. During the experiment, self-evaluation of student procrastination was performed before and after the implementation of the career education program. The methodology included 20 indicators of procrastination self-evaluation. The program included three topic-based parts: 1) understanding and setting student career goals; 2) defining procrastination levels and factors; 3) the influence of procrastination minimisation on career goals’ achievement. The study results allowed to conclude that due to the career education program elaborated and implemented in practice, substantial changes in student procrastination self-evaluation took place during the transformative pedagogical experiment. There was a significant difference in student procrastination levels before and after the transformative pedagogical experiment. The study results demonstrated that the elaborated and experimentally implemented career education program is valid and can be further used for minimisation of student procrastination, it can contribute to career goals’ achievement and for the reduction of early discontinuation of studies and dropping out of university as there is a correlation between procrastination and dropout phenomena.
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Kubínyi, Ľubomír, and Tereza Dolečková. "SERVICE EVALUATION AS A TOOL OF MOTIVATION FOR SOLDIERS’ CAREER DEVELOPMENT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1357.

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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.

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Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.
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Bikse, Veronika, Una Libkovska, Peteris Rivza, and Baiba Rivza. "Using AHP for the Evaluation of the Development of Career Education in Latvia." In The International Symposium on the Analytic Hierarchy Process. Creative Decisions Foundation, 2013. http://dx.doi.org/10.13033/isahp.y2013.089.

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Zhu, Qishen, and Yinghua Zha. "Construction of Career Core Competence Evaluation System for Vocational Students Based on OBE." In 6th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210121.063.

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XIE, LIN. ""BEAUTIFUL" FENCES: CEILING OF CAREER DEVELOPMENT FOR COMMUNITY WORKERS—BASED ON THE ANALYSIS OF THE POLICY OF COMMUNITY WORKER TEAM CONSTRUCTION IN CHENGDU." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35734.

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Community workers are the mainstay of community governance, and the key to building a team of community workers lies in the formulation and improvement of policies related to community and team construction. At present, community workers are facing a "ceiling" for career development, which will not only affect the stability of the community workforce, but also the effectiveness of community governance. In this regard, Chengdu Municipality issued the Chengdu Community Full-time Workers Management Method in 2018. Based on the analysis of the policies on the construction of community workers in Chengdu, the author will propose possible problems in the relevant policies in terms of remuneration, education and training, career promotion and assessment and evaluation, and put forward a few thoughts on improving the policies to further ensure that community workers have more room for career development and promote the effectiveness of community governance. This will further ensure that community workers have more room for career development and promote the construction and development of the community workforce.
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Mirshams, Reza A., Yong X. Tao, Xun Yu, and Azize Akcayoglu. "Assessment Development for Accreditation of an Innovative Mechanical and Energy Engineering Program." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36280.

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The addition of Energy to the Mechanical Engineering curriculum created a new mechanical engineering model of engineering education in the baccalaureate-level and an opportunity for providing the academic foundation for successful career preparation and lifelong learning for the students. The curriculum has been designed with a system-level approach to traditional mechanical engineering based design, on the fundamentals of undergraduate level engineering within the mechanical engineering discipline, and has provided experiential-oriented approaches for the better understanding of classical mechanical engineering principles. The interdisciplinary nature of energy systems and mechanics requires a cross-cutting education that draws from the synergy of traditional disciplines of mechanical engineering, materials engineering and manufacturing, and computational methods and engineering. We are going to present the outcome based assessment in undergraduate level and discuss components of the program from freshman to senior years, and our successful implementation in developing student learning outcomes assessment, and evaluation approach for ABET accreditation.
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Mattos, Garrett Anthony, and Donald Friedman. "Matched Pair Testing of Injury Potential in Repeatable Rollover Tests With the CRIS and JRS." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39032.

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The availability of repeatable dynamic rollover fixtures, like the Controlled Rollover Impact System (CRIS) and Jordan Rollover System (JRS), has changed the face of rollover structural and occupant protection development and evaluation. Tests performed with these devices have demonstrated scientific principles of occupant protection and injury potential which were previously resolvable only by expert rhetoric. Matched-pair experiments with instrumentation measuring dynamic roof crush and dummy injury metrics are now possible. The effectiveness of occupant protection features such as padding, window curtain airbags, belt pretensioners and headrests are qualitatively and quantitatively measureable. The sensitivity of rollover parameters themselves and their effect on injury potential can be determined by tests with different roll rates, pitch angles, impact angles and drop heights. Simulating injury potential to humans with ultimately biofidelic dummy musculature can also be demonstrated. This paper presents two matched pair test sets performed on the CRIS and two matched pair test sets performed on the JRS. The matched pair test sets performed on the CRIS compare the dummy injury measures in reinforced and production versions of the 1998 Ford Crown Victoria and the 1996 Chevrolet Blazer. The CRIS test of the matched pair Crown Victoria vehicles has been presented previously in a paper by Moffatt et al [1]. The matched pair tests that were performed on the JRS were conducted to study the effect of a reinforced roof on dummy injury measures. These tests, performed on production and reinforced versions of the 1998 Ford Explorer and the 1999 Hyundai Sonata, included the measurements of road loads, roof crush and crush speed, dummy upper and lower neck loads, belt loads, as well as the movement of the vehicle during the test.
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Lin, Qianqian, and Chenxi Wang. "Construction of the Educational Model of Vocational College Students' Career Planning Based on Design Thinking." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001912.

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Design thinking is an integrated thinking method with mature concepts, methods and tools, which is widely used in the field of education. Career planning education includes five aspects: Self-analysis, Environmental Analysis, Goal Establishment, Strategy Development, Evaluation and Modification, which fits well with the five steps of Empathy, Define, Ideate, Prototype and Test of design thinking. This study introduces the design thinking method and structure into the curriculum, puts forward the teaching activity model and strategy based on design thinking, and makes an empirical study on the strategy. The study mainly adopts the experimental research method and evaluates the effect of the teaching mode by comparing the improvement of the career planning ability of learners between the experimental group and the control group. The results show that the teaching mode based on design thinking has a positive effect on promoting students' career planning ability.
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Reports on the topic "Career development Victoria Evaluation"

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Mael, Fred A., Alexander Alonso, Jeff W. Johnson, and Nehama Babin. Development and Evaluation of a Video Designed to Enhance Officer Career Continuance. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada530324.

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Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
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Johnson, Jeff W., Janis S. Houston, Hannah J. Foldes, Michael J. Cullen, Amy L. Stellmack, Kelly S. Ervin, Robert J. Schneider, and Emily E. Duehr. Development and Evaluation of Counseling Training for Commanders to Enhance U.S. Army Company Grade Officer Career Continuance. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada542440.

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Schneider, Robert J., Jeff W. Johnson, Caroline C. Cochran, Sarah A. Hezlett, Hannah J. Foldes, and Kelly S. Ervin. Development and Evaluation of a Career Continuance Model for Company Grade Officers in the United States Army. Fort Belvoir, VA: Defense Technical Information Center, March 2011. http://dx.doi.org/10.21236/ada543634.

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Prokhorov, Оleksandr V., Vladyslav O. Lisovichenko, Mariia S. Mazorchuk, and Olena H. Kuzminska. Developing a 3D quest game for career guidance to estimate students’ digital competences. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4416.

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This paper reveals the process of creating a career guidance 3D quest game for applicants who aim to apply for IT departments. The game bases on 3D model of computer science and information technologies department in the National Aerospace University “Kharkiv Aviation Institute”. The quest challenges aim to assess the digital competency level of the applicants and first- year students. The paper features leveraged software tools, development stages, implementation challenges, and the gaming application scenario. The game scenario provides for a virtual tour around a department of the 3D university. As far as the game replicates the real-life objects, applicants can see the department's equipment and class-rooms. For the gaming application development team utilized С# and C++, Unity 3D, and Source Engine. For object modeling, we leveraged Hammer Editor, Agisoft PhotoScan Pro, and the photogrammetry technology, that allowed for realistic gameplay. Players are offered various formats of assessment of digital competencies: test task, puzzle, assembling a computer and setting up an IT-specialist workplace. The experiment conducted at the open house day proved the 3D quest game efficiency. The results of digital competence evaluation do not depend on the testing format. The applicants mostly preferred to take a 3D quest, as more up-to-date and attractive engagement.
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Jeong, Stephen, Sarah Stawiski, Sol Bukin, and Heather Champion. Stemming the Great Resignation through Leadership Development. Center for Creative Leadership, 2022. http://dx.doi.org/10.35613/ccl.2022.2051.

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The recent rise in voluntary turnover has sparked a renewed focus on attracting and retaining talent. In their attempts to stem the tide of the Great Resignation, organizations are augmenting traditional retention strategies – e.g., higher pay, enhanced benefits, more opportunities for career advancement etc. – with remote and hybrid work schedules brought about by the COVID pandemic. Given its inherent appeal to both employees and organizations, leadership development (LD) opportunities have long been believed to play a crucial role in helping to attract and retain employees. While the body of existing correlational research does point to a positive relationship between LD opportunities and retention, there is scant research that elucidates the mechanism(s) that may help to bridge the two. Guided by existing research, this paper examined Center for Creative Leadership’s large database of program evaluation data to uncover those potential mechanisms. We found preliminary support for three specific outcomes of leadership development that may serve as potential mediators linking LD with retention; they include enhanced self-efficacy, meaningful connections, and capacity to engage followers. We conclude with implications of these findings for future research as well as some caveats related to our investigation.
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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.

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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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Wroblewski, Angela, and Victoria Englmaier. Gesamtevaluierung bisheriger Karriereförderprogramme der Universität für Weiterbildung Krems. IHS - Institute for Advanced Studies, October 2020. http://dx.doi.org/10.22163/fteval.2020.498.

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The report summarises the results of the evaluation of the three career advancement programmes at Danube University Krems implemented by the Office for Equality and Gender Studies. Danube University Krems is breaking new ground with regard to the development of gender equality measures, as it is the first university in Austria to subject its measures for the advancement of women and gender equality in their entirety to an external evaluation rather than a selected measure.
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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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Questioning hierarchies: Senior leaders’ views on how global civil services changed during the pandemic. People in Government Lab, July 2022. http://dx.doi.org/10.35489/bsg-peoplegov-rp_2022/003.

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Responding to the COVID-19 pandemic required dramatic changes and new ways of working from civil services around the world. Within this, the immediate pandemic response and shift to remote work have captured most attention, but there has been less analysis of the other ways in which civil services adapted, or of how these changes have shaped the post-pandemic reform agenda. To gain insight on these questions, we interviewed 14 heads of civil service (or other similarly senior officials) from countries on all six continents to understand how they interpret the transformations that have occurred, what they are doing to institutionalise and deepen them, and what they perceive as the next frontiers for change. We find that the pandemic imposed a dual imperative on civil services: the need for greater speed, flexibility, and decentralisation of decision-making on the one hand, and for greater coordination and collaboration on the other. These two imperatives sat in tension with each other and led them to make a range of changes, many of which revolved around the common theme of questioning, unpacking, and remaking the traditionally hierarchical structures and norms of their institutions. The specific changes made varied across countries and spanned from the adoption of agile ways of working to the creation of new coordination mechanisms, the adoption of new modes and styles of leadership, and intensified training systems focusing on a broader scope of skills. Senior leaders viewed these changes mainly as an acceleration of pre-existing trends rather than as new ideas, and saw technology as an enabler but not a driver of change. Looking past the emergency response phase of the pandemic, leaders are not unanimous in their views on which of these changes are likely to be permanent. However, many perceive an urgent need to change structural aspects of people management and leadership development – from training to personnel evaluation and career management – in order to resolve the challenges and tensions that emerged in this process, and this effort dominates their thinking about institutionalising and continuing change in the medium- to long-term.
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