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Journal articles on the topic 'Career education'
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Bright, Jim E. H., and Robert G. L. Pryor. "chaos theory of careers in career education." Journal of the National Institute for Career Education and Counselling 28, no. 1 (March 1, 2012): 10–20. http://dx.doi.org/10.20856/jnicec.2803.
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Approaches to career education in schools continue to be dominated by a focus on school to work or further or higher education transition planning. It is argued that as a consequence of this, the emphasis is on identifying relatively stable and singular vocational goals or outcomes. Furthermore the theories, techniques and models that support this focus characterise the world as largely stable and predictable. It is argued that these assumptions about the world and careers are increasingly questionable and this calls into question the theories and models used to support the short-term vision of transition. The Chaos Theory of Careers is introduced as a dynamical systems theory alternative and contemporary model of career development that emphasises continual, uncertain and non-linear change, complexity of influences, and emergent fractal patterns in career. The application of this approach to career education is adumbrated challenging traditional notions of career planning and goal setting, and highlighting the importance of creativity, reinvention and resilience as important outcomes of contemporary career education.
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Proctor, Jenni. "Integrating Career Education in a Primary School." Australian Journal of Career Development 14, no. 3 (October 2005): 13–17. http://dx.doi.org/10.1177/103841620501400304.
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Career education concepts have been integrated into the curriculum at a primary school in Brisbane. Essential elements of relevant syllabus documents were identified and used as the basis of planned career education strategies. The existing curriculum was examined in the light of career competencies. All career-related learning that had already formed part of the education experience of the students was identified and grouped under the three main areas of competencies of the Australian Blueprint for Career Development. A three-year program of annual career days has been implemented, with a strong curriculum basis to enhance the children's understanding as they learn about different careers. By integrating career development competencies into the school curriculum, teachers, parents and students have embraced career education.
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Sheath, Janet. "education and training of career coaches: A psychological model." Journal of the National Institute for Career Education and Counselling 30, no. 1 (March 1, 2013): 39–45. http://dx.doi.org/10.20856/jnicec.3007.
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The educational and professional development needs of career coaches are changing. These changes are discussed within a psychologically and contextually informed model. The model identifies a spectrum of career activities in which coaches work. The skills which career coaches need to support them in these range of roles is also presented. An argument is made that the changing nature of careers and career provision demands a broader and deeper range of career coaching skills. This view is supported by a psychological and contextual approach to career coach education.
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Lee, Sooyeon, Dami Bang, and Sangmin Lee. "Design and Implementation of a Career Education for High School Students as a University-High School Linkage Education." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 17 (September 15, 2023): 759–70. http://dx.doi.org/10.22251/jlcci.2023.23.17.759.
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Objectives In this study, career education in the form of visiting as a university-high school linkage education was designed and implemented for high school students to derive implications for effective career education.
Methods To this end, career education program based on the career competencies was designed and implemented for 213 high school students in Seoul. The satisfaction survey and the career maturity inventory (Savickas, & Porfeli, 2011) were conducted to analyze their satisfaction based on their desired career and career maturity levels.
Results The module for career education consisting of self-understanding(lecture) - career change in the future society(lecture)-career planing(activity) was designed. As a results of its implementation, students who wished to pursue a career in humanities and social sciences showed high satisfaction level with the lecture of self-understanding, while those who wished to pursue careers in science and engineering showed high satisfaction level with the lecture of career change in the future society. Students in the higher career maturity group showed the higher satisfaction in the categories of concern, curiosity, and consultation. However, in the category of confidence, students in the lower career maturity group showed higher satisfaction level.
Conclusions Based on the results, the implications for the design and implementation of career education for high school students were discussed. These included diversifying career education content elements for different desired career and reinforcing career education for students who show a low level of confidence in the career maturity category.
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Aurangzeb, Wajeeha, Azhar Mehmood, and Sumaira Khan. "Gendered Perceptions’ regarding Career Guidance Needs at Higher Education Level." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (January 22, 2021): 48–62. http://dx.doi.org/10.35993/ijitl.v6i2.810.
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Career guidance had been a strong variable for consideration in democratic societies at global level. Individual autonomy and choice making is imperative for indulging in better market economy. Career guidance programs, if introduced at university level are very helpful for students in overcoming hesitation in career choices and selecting desirable study paths. The study compared career guidance needs among students at higher education level in Pakistan with reference to gender. Mix method design was adopted to extract data from graduating students enrolled in Management Sciences through questionnaire and semi structured interviews (male=100, female=100). Findings illuminated that male students (μ=4.1) have a clear idea about career guidance through internship programs whereas female students (μ=3.1) differed in their views about it. Male students suggested that career planning strategies, if implemented in their course may help designing lifelong careers whereas female students’ focus was towards development of effective career skills only. It is suggested that career guidance is on the brink of coming a national reality at all of the educational levels, so it may be included as a vital part in curriculum. Furthermore, as female students in our society are given less projection so they may be provided with more chances of exposure towards their future careers.
Keywords: Perceptions, career guidance, career skills, career planning
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Woolley, Amy, and Tristram Hooley. "Further education learners' prior experience of career education and guidance: A case study of Chesterfield College." Journal of the National Institute for Career Education and Counselling 35, no. 1 (October 1, 2015): 50–56. http://dx.doi.org/10.20856/jnicec.3508.
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This article explores further education (FE) students' prior experiences of careers education. The research draws on and extends the limited literature that exists around career support in further education.A mixed methods case study was used to explore students' experience of careers work prior to attending Chesterfield College and to examine the implications of this for the college's provision of career support. Findings indicate that the majority of students had limited contact with careers workers prior to their arrival at the college and, in instances when they had contact, often had a negative preconception of this contact. These findings are discussed with reference to the college's careers education provision and the wider implications for the sector.
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Angervall, Petra, and Jan Gustafsson. "The Making of Careers in Academia: Split Career Movements in Education Science." European Educational Research Journal 13, no. 6 (January 1, 2014): 601–15. http://dx.doi.org/10.2304/eerj.2014.13.6.601.
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In this article the authors discuss developments in the Europeanisation of higher education policy context of Sweden, and in particular certain changes within the field of education science. Detailed career narratives from 30 interviews have been produced and analysed. These narratives illustrate how research careers in education are formed and conditioned by institutional demands, forms of career capital and the actions of researchers. In the making of careers in academia, the authors point out how some researchers get access to resources that make them competitive and influential, and that those with an already strong research career capital tend accumulate more of this. They also point out that researchers with a background in teaching seem to find it harder to develop research careers as they seem to be bound to forms of career capital that are seen as more needed in teaching. Accordingly, two career profiles have been identified: the successful and the supportive researchers, respectively.
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Paula, Līga, and Valeria Malyavina. "CAREER EDUCATION IN GENERAL EDUCATION INSTITUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 352–63. http://dx.doi.org/10.17770/sie2018vol1.3261.
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The aim of the research is to find out the problems and solutions of career education in primary and secondary education institutions of Zemgale planning region (ZPR). In order to achieve the aim, the following research questions were set: 1) what are the functions of career education in primary and secondary education institutions; 2) how career education is implemented in ZPR; 3) what factors positively and negatively affect implementation of career education, and 4) what are the outcomes of career education. The theoretical review of the study is based on functional structuralism and document analysis about career education. Empirical data were obtained during semi-structured interviews with representatives of schools where career education is offered. Is was concluded that the core idea of the career education is to help students to develop and realize their skills, interests and abilities, as well as to choose future profession and the most suitable educational institution. Problems related to implementation of career educations are lack of time, difficulty to organize multiple events, difficulties to plan events so they do not interfere with school work, many students are not interested in the event they have to participate in, the lack of financial resources and also the lack of career specialists in schools.
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Seo, Gaeun, and HeyJin T Yeo. "In Pursuit of Careers in the Professoriate or Beyond the Professoriate: What Matters to Doctoral Students When Making a Career Choice?" International Journal of Doctoral Studies 15 (2020): 615–35. http://dx.doi.org/10.28945/4652.
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Aim/Purpose: This qualitative study was conducted to illuminate the under-researched aspect of doctoral students’ career decision-making by examining their internal cognitive processes based on the Cognitive Information Processing (CIP) theory. Specifically, this study compared doctoral students’ career decision-making from two career groups, those pursuing the professoriate versus those pursuing careers beyond the professoriate. Background: Due to PhD workforce supply-demand imbalances in academic job markets and to a growing interest in careers outside academia around the world, an increasing number of doctoral recipients have pursued careers beyond the professoriate, which are considered non-traditional career paths in doctoral education. While a growing number of studies have investigated these changing trends, it remains limited to fully capture more introspective domains of the career choice processes. Given that the career decision-making experience is highly individualized, it is critical to explore doctorate students’ own narratives about career decision-making. Methodology: Individual structured interviews were conducted with 30 doctoral students from a public research-oriented university in the United States. Employing Directed Content Analysis, two researchers developed the initial coding categories based on the guiding theory, CIP theory, and deductively analyzed the data to identify emerging major themes. Contribution: Findings from the study highlight the core factors that influence doctoral students’ career choices across fields, which allows developing centralized career resources and support systems at the institutional level. Specifically, findings pointed to different approaches for doctoral students to (re-)assess their career choice while providing implications for institutions, academic departments, and individual stakeholders such as faculty advisor and doctoral students, to develop systematic career support in this changing academic job market. Findings: Data analysis uncovered three core factors impacting doctoral students’ career decision making, which are (1) roles of the first-hand experience in career confirmation/shift; (2) dissimilar career readiness status by group; and (3) impact of personal career values. Recommendations for Practitioners: Both institutions and academic departments could reassess the culture and value of career development and refine co-curricular activities to offer adequate professional development opportunities in doctoral training to develop career support systems aligned with students’ diversified career needs and interests. As time and first-hand experiences are identified as critical factors facilitating their career progress, doctoral students may want to proactively seek diverse opportunities to gain first-hand experience in and outside campus. Recommendation for Researchers: Researchers could continue similar research in other universities and countries where similar concerns exist. These studies would help fully clarify common influential factors on career choices of doctoral students across fields. Impact on Society: Considering the realities of doctoral students’ diversified career interests and career outcomes, institutes of higher education should make intentional efforts to broaden the definition of “successful” PhD career outcomes, which ultimately helps break the prevailing myth that doctoral students or recipients who pursue careers beyond the professoriate, called nontraditional or alternative career paths, are considered as failures or incompetent. Future Research: Future research should consider examining diverse doctoral student populations such as early-stage doctoral students to discover additional factors influencing their career decision-making. The authors also recommend cross-cultural studies in other countries where similar career concerns exist, such as the U.K. and the Netherlands, to develop a more comprehensive understanding of how doctoral students’ career decisions are made.
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Thiry, Heather, Sandra L Laursen, and Heidi G. Loshbaugh. "“How do I get From Here to There?” An Examination of Ph.D. Science Students’ Career Preparation and Decision Making." International Journal of Doctoral Studies 10 (2015): 237–56. http://dx.doi.org/10.28945/2280.
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Drawing on developmental networks theory, this qualitative research study explores the professional preparation and career decision-making processes of doctoral students in the sciences. The study is based on 95 semi-structured interviews with informants at three research universities in the United States. Though many students were interested in non-academic career tracks, they were largely unaware of the breadth of their choices or how to best prepare for these careers. Unable to cultivate networks in non-academic careers, many students turned to peers to fill the career development gap. Due to their lack of knowledge about career options, among other factors, students often delayed selecting and preparing for careers until the end of their graduate studies. Implications for doctoral education practice are discussed.
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Cheraghi, Maryam, and Thomas Schøtt. "Education and training benefiting a career as entrepreneur." International Journal of Gender and Entrepreneurship 7, no. 3 (September 14, 2015): 321–43. http://dx.doi.org/10.1108/ijge-03-2013-0027.
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Purpose – The purpose of this study is to account for gender gaps owing to a lack of education and training. Gender gaps pervade human activity. But little is known about forces reshaping gaps across career phases, from education to running a business. Such gaps may accumulate over one’s entrepreneurial career and widen or narrow due both to environmental forces that reconfigure the gap across career phases and to the gendering of competencies and benefits from education and training. Design/methodology/approach – A representative sample of 110,689 adults around the world was surveyed in the Global Entrepreneurship Monitor. Gender-related effects were ascertained by odds ratios estimated by hierarchical modelling, controlling for country and attributes of individuals. Findings – Education and entrepreneurial training, both during and after formal schooling, are highly beneficial in developing competencies and during career phases – i.e. intending to start a business, starting a business, and running a business. Early gaps in human capital are reproduced as gaps in careers, and continuous disadvantages in the environment repeatedly widen gaps throughout a person’s entrepreneurial career. That said, gender gaps are reduced slightly over time as women gain greater benefit from training than men. Research limitations/implications – The cumulative effects of early gender gaps in education and training call for research on gendered learning, and recurrent gender effects across career phases call for research on gendering in micro-level contexts such as networks and macro-level contexts such as institutions. Practical implications – Understanding the gendering of human capital and careers has implications for policy and education aimed at developing human resources, especially for mobilising women. The finding that women gain greater benefit than men from training is informative for policies that foster gender equality and empower women pursuing careers. Originality/value – Conceptualising the entrepreneurial career as a sequence of several stages enables the assessment of gender gaps owing to initial disadvantages in education and to recurrent disadvantages on the career path.
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Metelski, Adam. "Higher Education and Athlete’s Second Career." Journal of Education, Health and Sport 12, no. 6 (July 1, 2022): 314–22. http://dx.doi.org/10.12775/jehs.2022.12.06.030.
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Introduction and purpose. Many athletes obtain popularity during their time in sports, but what they do after the end of their professional careers is something that is rarely well known. It has to be stated that a sports career is a specific activity because it starts early in life, lasts relatively short, and the greatest successes usually occur when non-athlete peers are just starting to climb the steps of a typical professional career. Some former athletes do great after they retire from sports, but there are also many of those who have difficulties finding themselves in a new for them reality. The article aims to present how the level of education of former athletes’ affects their subsequent professional careers. Material and method. The study involved 301 former basketball players who previously played in 4 top leagues in Poland. The dependent variables in this study are the most common in the literature on the subject indicators of career success, such as earnings and job satisfaction. In turn, the independent variable is the level of education. In addition, the study considered whether the represented sports level influences the acquisition of education. Results. It turns out that those players who played in the top league finished their sports careers later and thus earned longer on basketball. However, more players from the lower leagues have higher education, and they are now more satisfied with their work. Conclusions. It may not be easy to combine professional sports at the highest level with studying. But the results of the research show that in the case of basketball, many athletes graduate from university. What is more, former players with higher education are usually very satisfied with their current job. In conclusion, it can be stated that former basketball players do well in their second careers, compared to the national average.
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Olson, Gerald. "The California Career Education Association: Working to advance career education." Journal of Career Development 15, no. 4 (June 1989): 221–26. http://dx.doi.org/10.1007/bf01321964.
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Hoyt, Kenneth B. "The career education movement: Updating perceptions of career education supporters." Journal of Career Development 15, no. 4 (June 1989): 281–90. http://dx.doi.org/10.1007/bf01321972.
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Olson, Gerald. "The California Career Education Association: Working to Advance Career Education." Journal of Career Development 15, no. 4 (March 1989): 221–26. http://dx.doi.org/10.1177/089484538901500403.
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Hoyt, Kenneth B. "The Career Education Movement: Updating Perceptions of Career Education Supporters." Journal of Career Development 15, no. 4 (March 1989): 281–90. http://dx.doi.org/10.1177/089484538901500411.
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Youngju, Jee, and Yang Seungkyoung. "Effects of Career Decision-Making Self-Efficacy, Career Outcome Expectation, and Career Consciousness Maturity on Career Preparation Behavior of Nursing Students." Journal of Curriculum and Teaching 13, no. 1 (February 15, 2024): 384. http://dx.doi.org/10.5430/jct.v13n1p384.
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Although career preparation is an important factor in making correct career decisions and increasing job satisfaction, nursing students lack consideration and preparation for their career path when choosing a major. The purpose of this study was to identify the relationships among career decision-making self-efficacy, career outcome expectation, and career consciousness maturity on the behavior of nursing students in preparing for their careers. We collected data using structured questionnaires from 95 nursing students in C city from June 1 to June 20, 2018. We analyzed the data using the IBM SPSS/WIN 23.0 program for descriptive statistics, independent t test, oneway ANOVA, Pearson’s correlation coefficient, and multiple regression. As a result, the factors influencing the career preparation behavior of nursing students were career decision self-efficacy (β = .35, p < .001) and career consciousness maturity (β = .30, p = .003), and the explanatory power of these variables was 37%. Based on these results, it was required to develop programs to strengthen career decision-making self-efficacy and career consciousness maturity. In order to improve career decision-making self-efficacy, a program should be developed to improve confidence in solving problems by providing career opportunities. In addition, in order to strengthen career consciousness maturity, a career road map for each grade should be constructed, as well as systematic career counseling and employment capacity enhancement programs.
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Schmitt, Miriam, Sabine Lauer, and Uwe Wilkesmann. "Work Motivation and Career Autonomy as Predictors of Women’s Subjective Career Success in STEM." Acta Paedagogica Vilnensia 46 (September 8, 2021): 73–89. http://dx.doi.org/10.15388/actpaed.2021.46.5.
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The minority status of women in science, technology, engineering and mathematics (STEM) professions makes their successful career development difficult. Due to gender-specific challenges, career dissatisfaction contributes to women dropping out of STEM careers. Therefore, women’s subjective career success (SCS) is important to persist and progress in their STEM careers. This study analyzed the influence of different types of work motivation and the perceived career autonomy on SCS of women. Specifically, 318 women working in STEM professions in Germany completed a quantitative online questionnaire. Using an ordinary least squares regression for variables predicting SCS measured as career satisfaction, we found that an intrinsic work motivation positively affects women’s SCS. The perception of high career autonomy was related positively, and the perception of low career autonomy was related negatively to SCS. Unexpectedly, the findings also revealed the positive influence of income on women’s SCS. The findings show that intrinsic work motivation and high perceived autonomy are promoting factors for SCSs, which could also contribute to their retention in STEM professions.
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Noga, Henryk. "THE CAREERS OF THE EDUCATION IN TECHNOLOGY GRADUATES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 223. http://dx.doi.org/10.17770/sie2016vol2.1379.
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A very important indicator of the usefulness of studies is the graduates’ career advancement. It indicates to what extent studies facilitate or speed up the professional career. The research concerned the careers of Education in Technology graduates and their professional adaptation. An attempt to assessment the quality of education has also been made. After graduation students are able to assess the quality of education and its impact on their lives and professional careers.
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Gibson, Douglas. "Narrative Strategies in Career Education." Australian Journal of Career Development 9, no. 1 (April 2000): 35–39. http://dx.doi.org/10.1177/103841620000900108.
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Constructivist thinking has provided a useful way to understand the way we think, act and feel. It has been influential in several fields but some careers areas have lagged in its practical application. Its proponents emphasise the interpretative nature of our actions and the storied nature of our lives. It is through their stories that “a window of opportunity” exists to help people to understand themselves and change aspects of their lives. This paper describes the use of constructivist approaches with groups and individuals. It suggests that there is a scope for greater use of constructivist-inspired strategies in career education and summarises some examples from secondary education. It proposes that a developmental sequence of narrative activities could be a useful addition to a career education program.
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Nunes, Danilo, Jerônimo Henrique Portes, Simeia Azevedo Santos, and Leonardo Nelmi Trevisan. "Higher education and technology." Revista Pensamento Contemporâneo em Administração 15, no. 4 (November 30, 2021): 23–36. http://dx.doi.org/10.12712/rpca.v15i4.50920.
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Technology has accelerated the process of change, giving rise to new ways of working. This study seeks to explore the perspectives of careers by relating them to university backgrounds and new technologies, based on women's perception. The research was applied in the first cycles of 7 undergraduate courses, with 148 respondent students. The results indicate an optimistic view regarding the future of the woman's career, but there are contrasts, such as the degree of knowledge of some technical terms. From the results, a proposal for the Women's Career Perception Index – WCPI was developed.
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Vargas, Hustana Maria. "TEACHER CAREERS AND TEACHER EDUCATION : A BRAZILIAN DILEMMA." Problems of Education in the 21st Century 47, no. 1 (November 10, 2012): 144–51. http://dx.doi.org/10.33225/pec/12.47.144.
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The professional aspect of teacher education is in the core of a more general context of teachers’ work. One of the most marking issues of this work’s conditions, as cause and consequence of many problems, is its insertion in a career framework. At which point of this framework are teaching careers? What consequences for the teaching work may be anticipated from this relative position of teaching in the general career framework? Let us examine this situation from the Brazilian viewpoint. To discuss this subject, a study that deals with career hierarchy in higher education, the socioeconomic profile of undergraduates of some careers related to teacher formation and the position of these careers in the Brazilian university context was conducted. Socioeconomic data were obtained from national microdata of undergraduate students in a time series from 2000 to 2008. The investigation concluded that there is a strong internal hierarchy among careers in Brazil, revealing its effects in symbolic, intra institutional, employment, salary, and corporate terms. This scenario has persisted over time, without the entry of new profiles in teaching careers, traditionally addressed to low-income students. Key words: careers hierarchy, sociology of education, teacher education.
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Nazlı, Serap. "Career Development of Upper Primary School Students in Turkey." Australian Journal of Guidance and Counselling 24, no. 1 (April 10, 2013): 49–61. http://dx.doi.org/10.1017/jgc.2013.7.
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The purpose of this exploratory-descriptive study was to determine the career development of upper primary school students in Turkey. The Revised Career Awareness Survey (RCAS) was completed by 644 Turkish upper primary school students. Results indicated that the students were able to associate their own personal characteristics with particular careers and knew the characteristics of careers. They were less knowledgeable about life/career implications and life/career management tasks. The implications of the findings for career guidance and counselling practice are considered.
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Nwakanma, Chinegbonkpa Hope. "The Impact of Career Education on Students' Labour Market Perceptions." Didaktika: Jurnal Kependidikan 13, no. 1 (February 1, 2024): 155–66. http://dx.doi.org/10.58230/27454312.490.
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This article examines the impact of career education on students' perceptions of the labour market. The study utilized a narrative literature review methodology to investigate this topic. The article discusses how career education influences students' views on employment opportunities, skills, and employability. The findings reveal that career education plays a crucial role in equipping students with the necessary skills and knowledge to succeed in the job market. The findings underscore the significance of career education in shaping students' understanding of the labour market, career aspirations, decision-making, lifelong learning, and adaptability. The results demonstrate that career education effectively prepares students for future careers by providing accurate information, fostering essential skills, and readying them for labour market demands. It also enables students to overcome obstacles and establish networks that are vital for long-term career development. The findings highlight the importance of career education in enhancing students' employment prospects and employability. Further research is necessary to explore the impact of career education on labour market perceptions among students from diverse cultural, socioeconomic, and educational backgrounds.
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Abdul Rahim, Nor Syazila, Wan Marzuki Wan Jaafar, and Nurazidawati Mohamad Arsad. "Career Maturity and Career Decision-Making Self-Efficacy as Predictors of Career Adaptability among Students in Foundation Program, Universiti Putra Malaysia." Asian Journal of University Education 17, no. 4 (November 25, 2021): 464. http://dx.doi.org/10.24191/ajue.v17i4.16181.
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Abstract: This study aims to examine the key predictors between career maturity and career decision-making self-efficacy on career adaptability among students in the Foundation Studies for the Agricultural Science programme at Universiti Putra Malaysia (UPM). A quantitative research design using a questionnaire consists of career maturity, career decision-making self-efficacy and career adaptabilities was disseminated to the respondents. Using the cluster sampling method, a total of 329 students were involved in the study. The results indicate that these variables are significantly correlated and suggest that students who are able to have more career maturity or have more self-efficacy in their careers are more susceptible to self-adaptation. Employing hierarchical multiple regression analysis, it was discovered that career competency is the best predictor of career adaptability in relation to career maturity. Meanwhile, career goal-selection and career planning are the best predictors of career adaptability in relation to career decision-making self-efficacy. This study found that developing career maturity with a focus on students’ career competency and career decision-making self-efficacy with an emphasis on career goal-selection and career planning in higher education plays an important role in enhancing their overall career adaptability and preparing them for future career success.
Keywords: Career adaptability, career maturity, decision-making, self-efficacy
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Ciarocco, Natalie J. "Traditional and New Approaches to Career Preparation Through Coursework." Teaching of Psychology 45, no. 1 (December 15, 2017): 32–40. http://dx.doi.org/10.1177/0098628317744963.
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Traditional career preparation courses provide students with a variety of benefits. Students taking these courses report a better understanding of psychology-related careers, less indecision about their future careers, and are more knowledgeable about themselves in relation to careers. Yet only 37% of undergraduate psychology programs offer formal career preparation through the curriculum. Given the lack of experience and training faculty have on career preparation issues, they may be uncomfortable developing such courses. This article addresses considerations one should make when developing a career preparation course for undergraduate psychology majors as well as potential topics and assignments for the course. It also outlines how to place career preparation within the major using modules when career preparation courses are not available.
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Masdonati, Jonas, Geneviève Fournier, and Imane Zineb Lahrizi. "The Reasons Behind a Career Change Through Vocational Education and Training." International Journal for Research in Vocational Education and Training 4, no. 3 (November 22, 2017): 249–69. http://dx.doi.org/10.13152/ijrvet.4.3.4.
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We report the results of qualitative research on adults who enrolled in a vocational and education training (VET) program with the intention of changing their careers. The participants were 30 adults aged between 25 and 45 years. A modified version of the consensual qualitative research method was applied to transcriptions of semi-structured interviews with the participants. There appeared to be two main reasons underlying the decision to enrol in a VET program with the aim of initiating a career change. Based on the reasons given, two groups (career changers and proactive changers) and five distinct categories were recognized. The career changers included individuals who wished to change careers due to dissatisfaction with their current situation. In this group, the decisions were motivated by either health problems or personal dissatisfaction. The proactive changers included individuals who wished to reorient their career because of a desire to undertake new projects. In this group, there were three categories of reasons: a wish to attain better working conditions, a search for personal growth and a desire to have an occupation that fitted the person’s vocation. Thus, the participants reoriented their careers according to various motivations, pointing to the existence of a heterogeneous population and the complexity of the phenomenon. The results highlight the importance of understanding the subjective reasons behind career changes and the need to adjust career interventions accordingly.
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Efimova, Galina. "Career Strategies for Higher Education Teachers." Sociologicheskaja nauka i social'naja praktika 10, no. 1 (March 30, 2022): 24–40. http://dx.doi.org/10.19181/snsp.2022.10.1.8859.
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The article analyses autobiographical essays on key career stages and typical career paths written by Russian university teachers. Motives and attitudes influencing their decisions whether to continue or finish their careers are identified. The article studies career strategies and motivation of academic and teaching staff to be involved in the academic labour market. Based on these results, three key career tracks are formed: 1) intracorporate (classical inbreeding) – university graduates are employed in the same university they graduated from; 2) intraprofessional – university graduates choose to work in the academic field outside their alma mater; 3) mixed (intercorporate) – university graduates may leave the academic field immediately after graduation or sometime later, but then return to the field of higher education as members of academic and teaching staff. The study of the autobiographical essays of academic and teaching staff in higher education has shown that there are eight stages of academic career related to: obtaining higher education, having work experience and subsequent employment, obtaining a Candidate of Sciences Degree or second higher education, career changes after defending a post-graduate thesis, obtaining a PhD and subsequent career changes and becoming a corresponding member or an academician at the state academy of sciences. These stages create a fork in the road (potential opportunity) for academic and teaching staff to follow or to change their career paths. The study was conducted using the method of semi-formalised expert interview with 86 members of academic and teaching staff from five Russian universities – Tyumen State University, Tomsk State University, St. Petersburg Polytechnic University, National Research Nuclear University (MEPhI).
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Munadi, Muhammad, and Ahmad Umar. "Career shift and career services in college." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 8, no. 1 (May 31, 2021): 81–90. http://dx.doi.org/10.24042/kons.v8i1.8589.
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This study aims to determine the relationship between independent competency standards of students with career development, career shift trends, and the relationship between extracurricular activities and student career development in College. This research method uses document studies about the ins and outs of career development in College. I collected documents from the Guidance and Counseling Implementation Guidelines in Formal Education published by the Directorate General of Teachers and Education Personnel of the Ministry of Education and Culture in 2016, publications related to career development, and publications from McKinsey. It analyzed the data using descriptive qualitative analysis. The result of this research is that the standard of self-reliance competence has been optimized integratively by institutions in College through career service activities. These activities are extracurricular, co-curricular, extracurricular cooperation between lecturers. It can carry activities in College to prepare students to face the trend of shifting community careers at the local, national, and global levels.
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Vaitulionienė, Renata, and Dalia Augienė. "CAREER EDUCATION IN GYMNASIUM: CAREER SPECIALIST POSITION." Baltic Journal of Career Education and Management 7, no. 1 (December 30, 2019): 21–32. http://dx.doi.org/10.33225/bjcem/19.7.21.
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Career education services is an important occupation policy element, a constituent part of labour market. For the education system, young person’s independence, career management competence development must be urgent. An appropriate personal career management and ability to make decisions must become education priority. Already at school young people have to be taught to consciously and purposefully make a career choice. Career education specialists, providing qualitative professional information, consultation, and career education services, can help them. Having carried out an individual interview, career education specialist opinion was analysed about students’ career education organisation in gymnasiums. The research results showed that various career education services are provided in educational institutions and this has an impact on students’ professional self-determination. However, according to all inquired informant opinion, they are insufficient, because students’ expectations are not completely satisfied. Besides, career education services are provided not systematically, and specialists are not provided the possibility to qualitatively provide services, proper financing is not allocated. Career education specialists think that in order this work is performed systematically and become useful for students, first of all, an attitude to this career position has to change, full time positions established in education institutions, for the work is carried out consistently and systematically.
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Byrne, Eileen M., and W. Sam Beavers. "Career Education, Career Guidance and Curricular Choice." Australian Journal of Career Development 2, no. 3 (September 1993): 23–26. http://dx.doi.org/10.1177/103841629300200309.
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A research review of career education, career guidance and curricular choice in a sample of Australian secondary schools reveals an almost total lack of rationale; a lack of any coherent, planned approach; and some continuing serious confusion in the field about the actual and distinct nature of the separate but related functions of career education, career guidance and career counselling. This group of activities is also either under-resourced or not provided at all at the level of need or demand. The relationship between any form of career education processes and curricular choice structures was weak or non-existent. The interim research outcomes include recommendations for new systemic and school-based investment of specialist resources, staff and information dissemination techniques.
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HOYT, KENNETH B. "Career Guidance, Educational Reform, and Career Education." Vocational Guidance Quarterly 34, no. 1 (September 1985): 6–14. http://dx.doi.org/10.1002/j.2164-585x.1985.tb01097.x.
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Kim, Youn-Hee. "An Investigation into the Career Development of Students Who Major in English Education in a Local University." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 21 (November 15, 2023): 205–20. http://dx.doi.org/10.22251/jlcci.2023.23.21.205.
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Objectives This study aimed to comprehensively examine the career development of students who major in English education in a local university.
Methods Thirty-four seniors who major in English education in a local university completed a survey that com-posed of 16 muitiple-choiced items and 5 open-ended items. More specifically, it surveyed 1) their current career development, 2) the use of career development support program, and 3) suggestions about career development to a department, university, community, and country.
Results The findings indicated that the students usually refer to the people surrounding them and consult their parents to discuss their career development. In addition, they put their priority to job stability and their interest when they choose a job. More than half of the students were found to seek a career which is irrelevant to English education. Those who seek a career which is relevant to English education considered English proficiency is the most important factor to achieve their career goals, wehreas those who seek a career which is irrelevant to English education considered working-level knowledge is the most important factor to achieve their career goals. Both of the groups concerned that low birth rate and their task-related competence are the factors that threatened their career achievement. In general, the students participated in the career development support program less than 1 or 2-3 times because the support program did not fit into their majors or prospective careers. Moreover, most of the students reported that they did not have an internship opportunity in a workplace that is related to their prospective careers. However, they affirmed that those internship opportunities would be a valuable asset to de-velop their careers. To conclude, the students suggested that a department, university, community, and country implement practical policies that can support career development for university students.
Conclusions Practical career development support programs that focus on those who major in humanities or edu-cation in a local university need to be implemented.
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Dedmond, Rebecca, and Lynne Hufziger. "Career education and career guidance: Strategies for implementing career development." Journal of Career Development 15, no. 4 (June 1989): 257–64. http://dx.doi.org/10.1007/bf01321969.
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Dedmond, Rebecca, and Lynne Hufziger. "Career Education and Career Guidance: Strategies for Implementing Career Development." Journal of Career Development 15, no. 4 (March 1989): 257–64. http://dx.doi.org/10.1177/089484538901500408.
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Baiguzhin, Pavel Azifovich, Dariya Zakharovna Shibkova, Tatiana Vladimirovna Ryba, Alexey Dmitrievich Gerasev, and Roman Idelevich Aizman. "Student-athletes’ dual career as a psychological and educational phenomenon." Science for Education Today 12, no. 3 (June 30, 2022): 48–67. http://dx.doi.org/10.15293/2658-6762.2203.03.
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Introduction. The article analyzes psychological and educational aspects of dual career development for student-athletes. The purpose of the research is to summarize modern ideas about the phenomenon of a dual career pathway, to expand and deepen the knowledge of practitioners providing psychological and educational support for student-athletes. Materials and Methods. By adopting prospective and scientific approaches to studying dual career development of student-athletes, the authors analyzed 45 articles from 250 selected sources on the problem, published on the Web of Science search platform from 2017 to 2021. The keywords for the search engine included the following: ‘mental health’, ‘dual career’, ‘student’ and ‘sport’. In accordance with the research goal, the authors used the following theoretical methods: comparison, clarification and generalization. Results. The study clarifies the content of dual career as a psychological and educational phenomenon in children's and youth sports. The authors have analyzed Russian and international research evidence on supporting dual careers of student-athletes, investigated variants of the structure of dual career support programs, taking into account the socio-cultural component in the development of national scales for evaluating the effectiveness of student-athletes’ dual careers. Contradictions between conceptual approaches to arranging dual careers in the studies of Western European and Eastern European researchers have been revealed. The authors identified different levels of interrelated determinants (from the individual to the macro level) affecting student-athletes’ dual career development. Conclusions. Although the theory of dual career pathway is sufficiently developed in the international scholarly literature, there are significant differences between conceptual approaches to organizing a dual career in different countries. The main difference lies in the content of educational programs for student-athletes, especially their psychological and educational components. The orientation towards basic values (artistic and aesthetic education, respect for the opponent, ‘team spirit’ and others) is characteristic for Russia and Eastern countries, while the technocratic approach and the dominant role of commercialization in the training of student-athletes are emphasized in the USA and Western countries.
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Oliveira, Lucília Cardoso, Miguel Pereira Lopes, and Sónia Gonçalves. "Career profiles: Career entrenchment or adaptation to change?" Análise Psicológica 38, no. 2 (December 23, 2020): 211–27. http://dx.doi.org/10.14417/ap.1765.
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The rapid development of societies and the transformation of labour markets and organizationsrequires more dynamic careers nowadays. Thus, based on the career profiles described by Carson,Carson, Phillips and Roe (1996) and the association of career entrenchment and career satisfaction,we identified in this study, which career profiles currently exist. The cross-reference of data, withorganizational commitment, career commitment and turnover intention, allowed to characterize eachprofile and the factors that weigh on the decision to stay or change career, keeping or not a positiveattitude. We perform a cluster analysis using the K-means method, in a sample of 386 subjects. Theresults came across a new career profile, called transactional career, which might reflect that careersare currently more active and less stable. In the end, the results and the theoretical and practicalimplications are being discussed.
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Gon, Sheri M. "Health Services Career Pathway." Californian Journal of Health Promotion 1, SI (December 31, 2003): 160–72. http://dx.doi.org/10.32398/cjhp.v1isi.567.
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Hawai‘i is facing a healthcare workforce shortage. Factors contributing to this shortage include poor marketing of healthcare professions, lack of preparation for postsecondary education, or attitudes and perception of healthcare careers by youth. This paper presents the Health Services Career Pathway program, a possible model for use in recruiting students for the health education profession. Health Services Career Pathway introduces secondary students to skills, knowledge, and attitudes found universally throughout the healthcare industry. High school education becomes engaging and relevant since it supports the student’s career choice and prepares the student for transition to postsecondary education. Evolution of the Health Services Career Pathway is described and a variety of activities are highlighted. Partnership of secondary, postsecondary, and industry is stressed.
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Randa, Esra, Muhlis Ruslan, and Herminawaty Abubakar. "Influence Competency, Education and Training Against Performance Through Development Carier at The Distrik Navigasi Kelas I Makassar." Indonesian Journal of Business and Management 1, no. 1 (January 7, 2019): 45–52. http://dx.doi.org/10.35965/jbm.v1i1.26.
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The purpose of this study is to study, analyze and interpret, (1)The influence of competence on the performance (2) the influence of education on carier development (3) the effect of training on employee performance (4)The influence of competence on carier development (5) the effect of training on carieer development (6) the influence of carier development on employee performance (7) The influence of education on employee performance through carier (8) the influence of competence, training education on employee performance through carier development at Distrik Navigasi Kelas I Makassar. The research method used is sampling method take research sample counted 71 people from civil servant at Distrik Navigasi Kelas I Makassar as respondent, data collection techniques by using questionnaires to determine the effect of independent variables on the dependent variabele either simultaneously or partially using path analysis. The results of the research indicate that (1) Competence has nott direct effect on carieer development (2) education has a positive and significant effect on career development (3) Training has a positive and significant impact on carieer development (4) Competence has a positive and significant effect on employee performance (5)Education does not directly affects the performance of employees (6) Training has not effect and not significant on employee performance (7)Carieer development has a direct effect on employee performance (8)Competence, education and training affect the performance of employees through carieer development
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Sholikah, Mar'atus, and Muhyadi Muhyadi. "Roles of career maturity mediating the effects of locus of control and socioeconomic status on career readiness." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 781. http://dx.doi.org/10.11591/ijere.v10i3.21127.
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<span>This study aimed to analyze students' readiness for careers out of their professions by considering the effect of locus of control and socioeconomic status. Career maturity acted as the variable intervening. The quantitative method was chosen to test the hypothesis. A total of 80 students were selected to be respondents based on purposive sampling. Model testing was done by using PLS-SEM. The findings of this study found that the locus of control influenced student career readiness. Conversely, socioeconomic status had no significant effect on their career readiness. On the other hand, this study's career maturity partially mediates between locus of control and career readiness. Regarding the effect of socioeconomic status on career readiness, career maturity in this study was known to have a role as an explanatory or predictor. This study concluded that if students wanted to improve their career readiness, they should pay attention to the locus of control and achieve career success. This study's results contribute to institutions, educators, students, and counselling, informing that individual career maturity is an effective way to facilitate students' readiness in their career decision-making process. Future studies should adopt essential variables related to career readiness that is not examined in this study.</span>
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Law, Bill. "Career-learning space: New-dots thinking for careers education." British Journal of Guidance & Counselling 27, no. 1 (February 1999): 35–54. http://dx.doi.org/10.1080/03069889908259714.
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Strapp, Chehalis M., Danica J. Drapela, Cierra I. Henderson, Emily Nasciemento, and Lauren J. Roscoe. "Psychology Students’ Expectations Regarding Educational Requirements and Salary for Desired Careers." Teaching of Psychology 45, no. 1 (December 15, 2017): 6–13. http://dx.doi.org/10.1177/0098628317744943.
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This study investigated the accuracy of psychology majors’ expectations regarding careers. Psychology majors, including 101 women and 35 men ( Mage = 23 years; standard deviationage = 6.25), indicated a desired career and estimated the level of education needed and the expected annual salary for the career. Students’ expectations were compared with Bureau of Labor Statistics data. Students completed the Career Decision-Making Self-Efficacy Scale Short Form to assess the career efficacy and expectations. Students overestimated education needed for a career, but salary estimates did not differ from market statistics. Students’ confidence in career choice and expected income was related to career efficacy. Results highlight the importance of career advising and support for psychology students entering the job market.
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Kuoppakangas, Päivikki, Kati Suomi, Elias Pekkola, Jussi Kivistö, Tomi Kallio, and Jari Stenvall. "Theoretical, practical and hybrid ex-academics: Career transfer stories." European Educational Research Journal 20, no. 1 (April 23, 2020): 14–41. http://dx.doi.org/10.1177/1474904120915026.
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The academic career stories and trajectories of PhD holders have been widely studied in the context of economic austerity and an oversupply of doctors. However, few studies have investigated career building among ex-academics and how a doctoral degree and university work might affect their career possibilities outside academia. This paper explores the trajectories of ex-academics: PhDs with university work experience who have left academia to pursue non-academic careers. Based on 40 qualitative interviews with ex-academics, their employers and senior university leaders, the study employs a narrative approach to construct five career stories: the Theoretical Endangered Nerd, the Practical Geek, the Chic Hybrid, the Pristine Novice and the Odd Elite. This varied picture of career sensemaking provides new insights into career building among ex-academics.
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Vadnjal, Mateja, and Jaka Vadnjal. "Education of women entrepreneurs." Mednarodno inovativno poslovanje = Journal of Innovative Business and Management 14, no. 2 (April 3, 2023): 1–12. http://dx.doi.org/10.32015/jibm.2022.14.2.9.
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In this paper, we discuss the education of women entrepreneurs in different life stages. Education is one of the most widely used indicators of human capital. We assume that there are significant differences among women entrepreneurs at different stages of their lives, in the Early Career and Idealistic Achievement phase, Mid-Career or phase of Pragmatic Endurance, and thirdly, Advanced Career or Reinvention and Recontribution phase.
Entrepreneurial women are well aware of and value the knowledge of their businesses. A sizable portion of female entrepreneurs is pursuing higher levels of education and training throughout their careers.
A rather low index of business training before starting entrepreneurship and also a low index of ongoing training in business areas, especially in the area of business strategies and management, may mean that this is one of the weak points of female entrepreneurship in our country. Based on the findings of this research we also suggest that educating and promoting entrepreneurship among highly educated female professionals is a challenge to policymakers.
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Peng, Hulling, and Edwin L. Herr. "Evaluation of a Distance Education Course in Students' Decision-Making and Beliefs about Careers." Psychological Reports 87, no. 3_suppl (December 2000): 1218–28. http://dx.doi.org/10.2466/pr0.2000.87.3f.1218.
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To assess the influence of a distance course on careers in students' career decision-making and beliefs, 178 distance education college students in the Open University in Taiwan completed the Career Decision Scale, the Career Beliefs Checklist, and a demographic sheet. Unlike most prior research, the course was not associated with career decision-making and beliefs of the students, but students mentioned that career beliefs influenced their decision-making. Three-way multivariate analysis of covariance showed a main effect for age groups on career indecision. On a follow-up questionnaire to which 143 of the same subjects responded, the students indicated their concern about specific factors in career decision-making. The research findings have important implications for the redesign of the career education course for adults and for research.
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Barnes, Taylor, Kirstin M. Burnett, W. Shawn Ramsey, and Kathrin Dunlap. "252 Better Preparing Animal Science Students for Education Associated Careers." Journal of Animal Science 98, Supplement_4 (November 3, 2020): 186. http://dx.doi.org/10.1093/jas/skaa278.343.
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Abstract An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.
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Forbrig, Doreen. "What Keeps Them Interested? Influences on the Stability of Research Career Intentions in the Course of Academic Qualification." International Journal of Doctoral Studies 15 (2020): 217–35. http://dx.doi.org/10.28945/4537.
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Aim/Purpose: While scientists play a crucial role within modern knowledge societies, the attractiveness of scientific careers in Germany is moderate due to career uncertainty and the limited perspectives of long-term retention in academia. This study identifies (intra-individual) changes in the career intentions of early career researchers. Furthermore, supporting factors for the stability of research career intentions are shown. Background: Recent studies investigated early career researchers’ career intentions and predictors for their development in cross-section. These studies determine influences of individual factors, such as interests or self-efficacy beliefs, and organizational aspects like working and doctoral training conditions. By contrast, there is little knowledge about intra-individual changes in career intentions in the course of academic qualification. Methodology: Longitudinal data of 101 research associates at a German university were collected via survey questionnaires in 2016 and 2018. Descriptive analysis was used to investigate changes in career intentions in consideration of doctoral phases. Logistic regression was applied to predict the stability of research career intentions over time. Contribution: So far, research investigated the career intentions of early career researchers in Germany solely in cross-section. The present paper contributes in two ways. Firstly, intra-individual changes in career intentions are identified from a longitudinal perspective. Secondly, the stability of research career intentions is explained, considering various individual and contextual factors based on the Social Cognitive Model of Career Choice. Findings: Descriptive analyses illustrate the tendency of declining interest in scientific careers in the course of academic qualification. The stability of research career intentions is predicted by changes in attractiveness ratings of a professorship and subjective assessments of research abilities relative to peers. Changes in academic self-efficacy beliefs have no significant effect. Recommendations for Practitioners: Firstly, the attraction of and the path to a professorship must be structurally strengthened. Secondly, early career researchers should be supported in developing realistic assessments of their subjective research skills relative to peers. Mentoring in addition to academic supervision, mental support, or opportunities for peer counseling are expected to be valuable offers. Recommendation for Researchers: Researchers seeking to explain the career intentions of early career researchers should be aware of their changeability. Hence, they should be investigated in extended longitudinal studies. Furthermore, impostor feelings as influencing factors on career intentions need further research. Impact on Society: Research and knowledge are the basis for innovation and progress. In today’s knowledge society, research is in direct competition with both other countries and the private sector. In order to attract the “brightest minds” for academia, universities and research institutes must gain a deeper understanding of factors influencing the stability of research career intentions. Future Research: Future research should focus on specific instruments of promoting early career researchers and how they affect the development of realistic assessments of individual research skills. Moreover, international ECRs should be explicitly considered since a researchers’ visa status potentially affects career prospects and individual career intentions.
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Alam, Gazi Mahabubul. "Do Urbanized Socioeconomic Background or Education Programs Support Engineers for Further Advancement?" International Journal of Educational Reform 30, no. 4 (March 10, 2021): 344–60. http://dx.doi.org/10.1177/1056787921998338.
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Theoretically, education supports improving graduates’ socioeconomic outcomes and careers by injecting citizenship values and making sure they are employable. Evidence confirms that socioeconomic background influences the level of education achieved which in turn greatly shapes the careers of graduates. Relevant knowledges and competencies are the fundamental parameters for career advancement. Ideally, education delivers the knowledge and competencies needed, and engineering is no different in this respect. The role of engineering education is crucial and to remove its associations of being a white-collar job, engineering education programs were developed to help working-class people enter this profession and advance their socioeconomic prospects. While socioeconomic backgrounds of engineering graduates can to some extent guide their career advancement the role of education is the major factor. A number of studies have examined the influence of socioeconomic backgrounds of graduates on career advancement, but none so far have been done for engineering education; particularly in a former British colonial setting. With this in mind the paper is the first to tackle this subject. Multiple techniques were used to collect the data and the findings confirm that engineering education and career advancement are not saliently linked. Not only education, but urbanized socioeconomic backgrounds do greatly govern the career advancement of engineers. A well targeted policy intervention may help engineering education to play a larger and more desirable role.
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Helens-Hart, Rose. "Career Education Discourse: Promoting Student Employability in a University Career Center." Qualitative Research in Education 8, no. 1 (February 28, 2019): 1. http://dx.doi.org/10.17583/qre.2019.3706.
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In 2016, Gallup reported 80 percent of recent U.S. college graduates who had visited career services offices (CSO) rated their engagement to be somewhat to very helpful. Quantitative reports such as this provide student views of CSOs, but neither address CSO staff’s perceptions of the value of their work nor the tools they use to assist students. Staff perceptions provide insight into how they communicate with students and align with emerging career education paradigms. Through in-depth interviews and participant observations, this study illuminates the communicative strategies used by CSO staff at a large U.S. Midwestern public university to support student employability. This study extends our theoretical understanding of career education and employability discourse, where staff engaged students’ assumptions about careers and provided opportunities for them to diversify knowledge about themselves and work to develop their career identities. Additionally, career education activities supported the development of students’ social capital and personal adaptability through staying positively focused and proactive in career exploration and job searches. Practical implications for this study are that employability discourse could (1) emphasize how institution-sponsored activities could increase student job seeker competitiveness, but also (2) instill a “no guarantees” academic culture where students are responsible for their employability.
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Kim, Sora. ""Awareness Analysis on Career Education and Career Awareness of High School Students with Career Education Experience "." Journal of Humanities and Social sciences 21 14, no. 1 (February 28, 2023): 1249–62. http://dx.doi.org/10.22143/hss21.14.1.88.
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