Relevant bibliographies by topics / Career journey

Academic literature on the topic 'Career journey'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Career journey"

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Westgarth, David. "My career journey." BDJ Student 27, no. 1 (January 2020): 32–33. http://dx.doi.org/10.1038/s41406-019-0099-9.

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Lown, Anna. "A lifelong career." Dental Nursing 17, no. 10 (October 2, 2021): 518. http://dx.doi.org/10.12968/denn.2021.17.10.518.

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Robson, Francesca. "A blossoming career." Dental Nursing 17, no. 6 (June 2, 2021): 284–86. http://dx.doi.org/10.12968/denn.2021.17.6.284.

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Young, Donna. "Pharmacist’s journey leads to distinct career." American Journal of Health-System Pharmacy 64, no. 10 (May 15, 2007): 1026–28. http://dx.doi.org/10.2146/news070048.

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Britten, Lianne, and William Borgen. "Indigenous footprints along the career journey." Procedia - Social and Behavioral Sciences 5 (2010): 104–15. http://dx.doi.org/10.1016/j.sbspro.2010.07.059.

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Radulian, Ioana Lavinia. "Pharmacovigilance – possible career journey for pharmacists." Farmacist.ro 4, no. 207 (2022): 30. http://dx.doi.org/10.26416/farm.207.4.2022.7091.

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Connell, Rosie. "Promising dental career ahoy!" Dental Nursing 16, no. 8 (August 2, 2020): 380–81. http://dx.doi.org/10.12968/denn.2020.16.8.380.

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DeBlaere, Cirleen. "Defining Myself In: My Early Career Journey." Women & Therapy 43, no. 1-2 (November 5, 2019): 144–56. http://dx.doi.org/10.1080/02703149.2019.1684672.

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Vaughn, Sharon. "One Librarian's Journey into a Cyberspace Career." Reference Librarian 25, no. 54 (July 25, 1996): 45–51. http://dx.doi.org/10.1300/j120v25n54_06.

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Juntunen, Cindy L., Dominic J. Barraclough, Cheryl L. Broneck, Gennea A. Seibel, Scott A. Winrow, and Paula M. Morin. "American Indian perspectives on the career journey." Journal of Counseling Psychology 48, no. 3 (2001): 274–85. http://dx.doi.org/10.1037/0022-0167.48.3.274.

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Dissertations / Theses on the topic "Career journey"

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Olson, Ted S. "Traditional Plus: A Journey through Doc Watson's Recording Career." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5528.

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Pelham, Steven Bruce. "Bridging the Gender Gap: A Journey of Women and Men in Communications Leadership." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9114.

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"Throughout history, there have been various gaps: racial, gender, income, education, skills gaps...society today is not any different"(Andrews, 2017). Despite advances to close these gaps, a large gap still remains in communications leadership: the gender gap. Approximately 75 percent of practitioners are female and female practitioners only make up 20 percent of senior-level positions (Oakes & Hardwick, 2017). Existing research suggests there are several reasons why a gap exists: an unconscious bias that favors male leaders (Devillard, Hunt, & Yee, 2018), only 60 percent of women have the confidence they can advance into leadership positions (KPMG, 2018), lack of mentorship (Place & Vardeman-Winter, 2018), lack of exposure to female leaders (Arvate, Galilea, & Todescat, In Press), and the balance of personal and work responsibilities (Krivkovich, et al., 2017). This study employed 32 qualitative in-depth interviews with senior level communications leaders to understand the journey that women and men go through to become communications leaders, perceptions of communications leaders, factors contributing to the gender gap, and ultimately what can be done to close the gender gap. Participants of this study are among some of today's most senior-level communications leaders, with the average participant having 29 years of work experience in the field of communications. Multiple themes were identified for when and why individuals begin aspiring for communications leadership but it usually begins sometime during high school, college, or in the first few jobs after college once they have be experienced some form of leadership for the first time. There are certain factors such as unequal expectations for women and men and organization culture that can make a woman's path more difficult than a man's path. The majority of participants agreed that women and men are viewed differently in the workplace and that there are key differences such as sensitivity to and involvement of others that differentiate women from a men. There were seven primary themes identified as factors that contributing to the gender gap: relationships, unique challenges to women, issues in the communications field, a long history of male dominance, the pay gap is fueling the gender gap, lack of awareness of the gender gap, sexual harassment and sexual assault. Additionally, this study introduces multiple ways to help mitigate factors that are contributing to the gender gap. There were three primary thematic areas identified on ways to mitigate the gender gap: organizational mitigating factors, cultural mitigating factors, and personal mitigating factors. In summary, there are a number of reasons why a woman's journey into communications leadership is more difficult than a man's journey; however, there are many actionable things that communications leaders believe can be done to make it easier for future leaders.
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Cammack, Ian Joseph. "A journey towards becoming a systemic practitioner : becoming a project manager and an educationalist." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/337220.

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This thesis is a systemic examination of my practice as an educator specialising in the development of early career project managers. This inquiry is conducted through an internal inquiry into my living theory and an externally focussed inquiry into the journey that the early career project managers take to becoming a project manager. Four broad foci of my living theory are identified, ‘Soft Systems Methodology’, ‘Action Learning’, ‘Reflective Practice’ and ‘Systemic Practice’. These are discussed in order to consciously consider the foundations of my practice and to identify areas where the practice has been eroded through familiarity and developed through innovation. The external inquiry draws on three sources of qualitative data. The first two sources of data explore the experiences of students enrolled on the MSc in Project Management at Lancaster University during an action learning project. These two sources are an analysis of ‘word clouds’ and ‘critical incidents‘ presented in the dissertations that reflect on these projects. The third source of data is a series of interviews held with alumni of the MSc in Project Management at Lancaster University. These two areas of inquiry combine to present a framework for project management practitioner education that comprises of three broad areas of development. These areas of development align to the ‘ways of knowing’, ‘ways of doing’ and ‘ways of being’. The ways of knowing zone is made up of the development of a systematic approach to project management. This zone is complemented by the ‘ways of doing’ that looks at the development of this systematic perspective through the development of a range of analytical and social skills. It is suggested that systemic eloquence may be gained by enhancing the ‘ways of knowing’ and ‘ways of doing’ with a systemic perspective that encompasses relational dispositions to the practice of project management. This relational disposition covers the ways in which project managers learn to understand the dynamics of the problem situations that they co-create with their stakeholders. Furthermore, it is noted that the development of project management practitioners should be facilitated through their experience in the practice of projects. This ‘hands on’ engagement combined with an approach to self-development founded on reflective practice helps to develop people capable of delivering projects rather than talking about the delivery of projects.
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Grounds, I. "To explore outstanding teaching potential in early career teachers on their personal and professional journey to becoming newly qualified teachers." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28317/.

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This longitudinal study takes an interpretive approach to investigating the personal and professional journey of six outstanding early career teachers. Aspects which will be investigated include the ITT pre-selection procedure, an examination of the university based training programme, the contextual features of the trainees' school experience and the participants’ own beliefs that impact on their professional identity development through the training year and into their induction as newly qualified teachers (NQTs). The qualitative methodology used shares characteristics with a case study approach and utilises procedures associated with grounded theory. Data were systematically gathered over a three-year period including documentation collected at key transition points throughout the training year. A culminating semi-structured interview produced an illustrated timeline of the year charting participants’ increase or decrease in confidence in the training environment with time. A similar time-line was produced to summarise the NQT experience one year later. The collected data were analysed, coded and categorised, and the explanations and theory that emerged from this process were grounded in the data. Two principal investigations support the main thesis. The first is located at the beginning of the teaching journey and focuses on the importance of subject knowledge on trainees’ outcome achievement (DfE, 2011a). The second study follows trainees into their first teaching post and considers factors supporting or impeding successful transition into teaching. It acts as a pilot for the main investigation. This thesis provides a comprehensive and nuanced view of how beginning to teach is experienced and interpreted by potentially outstanding trainees. It paints a complex picture of the relationship between biography, beliefs, preparation and context in the process of learning to teach. The study contributes to the literature on the recruitment, education and retention of beginning teachers in the scarcely researched area of outstanding trainee achievement and its impact on transition into the workplace and early career progression and retention. It highlights the need to develop a shared understanding amongst policy makers, teacher educators and schools regarding the multiplicity of factors that influence and determine the development and transition of early career teachers giving an insight into the complexity of the 'outstanding teacher' achievement.
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Ayanru, Gale Renee. ""The journey is the destination" a study of the professional career development of Dr. Dorothy June Skeel 1932-1997 : an exemplary teacher educator /." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3280.

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Thesis (Ed. D.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vii, 164 p. Includes abstract. Includes bibliographical references (p. 137-156).
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Jayalath, Dilini. "Reverse journey in dementia : a clinician's research journey leading to the development of carers' diaries." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/17475.

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Dementia is a progressively debilitating disorder often of insidious onset. When making the initial assessment or reviewing ongoing care of patients living at home, healthcare professionals rely on verbal information provided by person with dementia and their informal carers. Diaries have been used in very few instances to assist with gathering information about persons with dementia in the community. The review of literature found that there are very few studies that used carers' diaries in the context of dementia care and its effects on carers and patients, and there was no previous study that had used carer diaries in the assessment of dementia patients' problems in everyday life. It was also noted that no previous study has assessed the validity of these retrospective self-reporting by patients with dementia and their carers. If these self-reports are indeed unreliable and provide averaged impressions rather than actual fluctuations of frequency and magnitude of symptoms, then caregivers' diaries of these symptoms/problems can provide important and valuable additional information to clinicians. The main aim of this study was to capture a variety of problems (cognitive, emotional, behavioural, etc.) in people with dementia, using diaries kept by carers for a week and comparing with carers' oral recollection of problems in the same week. The second aim was to examine the potential therapeutic impact that keeping a diary had on carers' quality of life as rated by the EuroQol, emotional wellbeing as rated by the Hospital Anxiety and Depression scale, as well as its impact on behavioural and psychological problems of dementia patients measured by the Neuro-Psychiatry Inventory. Method Carers were randomly allocated into two groups, the intervention and control groups. In the intervention group, carers received a diary and instructions on how to complete it for 7 days. A number of assessment tools and ratings scales were completed on Day 1 and Day 8. The control group carried out the same tasks except completing a diary. The scales used were questionnaires such as the Clinical Dementia Rating Scale and the Neuro-Psychiatry Inventory for carers to evaluate the problems in the person they cared for. The EuroQol and Hospital Anxiety and Depression scale were completed by carers to assess their own quality of life and screen for anxiety and depression in carers. The carers in the diary group were asked to complete a semi-structured questionnaire on their views about keeping a diary on Day 8 when they returned the diary to the researchers. On Day 28, carers in each group completed the Neuropsychiatry Inventory, EuroQol, Hospital Anxiety and Depression Scale and a semi-structured questionnaire asking about their experiences taking part in the study. Results There was a 1 year period of recruitment from 1 May 2014 to 30 April 2015. A total of 97 couples were identified and approached to take part in the study, with 84 couples agreeing and giving written informed consent to take part. Out of these, 78 couples went on to complete the study and 6 couples withdrew. The problems reported in narratives and diary entries were content analysed by two raters independently and classed into 5 categories: cognitive, behavioural, emotional, psychiatric and other. In retrospective narrative accounts, significantly more cognitive problems were reported than any of the other four problems. In contrast, in diaries both cognitive and behavioural problems were reported significantly more often than the other problems. In addition, in the diary condition, the mean number of problems identified in the carers' diaries was significantly higher than in the carers' narrative accounts on Day 1 and Day 8. Furthermore, the number of problems recorded in diaries did not correlate with retrospective problems reported on Day 1 but correlated with the number of narrative problems on Day 8. In terms of therapeutic benefits of diary keeping, there were no significant differences between diary and control groups' mean scores in the Neuro Psychiatry Inventory, EuroQol and Hospital Anxiety and Depression Scale on Day 8. The mean Neuro-Psychiatry Inventory and Carer Distress scores were significantly lower at the end of the study for both the diary and control groups. Discussion The findings revealed that the carers' diaries identified a greater frequency of problems compared to retrospective information gathered from carers, with cognitive and behaviour problems being the two most common problems. Despite identifying more problems, the use of the carers' diaries in dementia did not appear to make a difference in carers in terms of carer distress, carers' health related quality of life or psychiatric morbidity amongst carers. This may be on account of the short period of one week that the diaries were used in this study. The positive correlation of problems identified in the narratives in diary group at Day 8 with diary entries in contrast to narratives at Day 1 where there were no correlation with diary entries suggest diary entries can enhance recollection of problems in narratives of carers who keep diaries. Conclusions Carers' diaries may be a useful tool in assessments of dementia patients as this study indicates that they may provide more information than obtained from a retrospective account of problems in persons with dementia. More research using diaries in dementia covering longer period than a week may be required to ascertain other benefits such as improving carers' well-being and problems in persons with dementia.
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Carey, Charlotte. "Gender and entrepreneurship in creative industry career journeys." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631681.

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This thesis represents an interdisciplinary study with original theoretical contributions to knowledge identified across three distinct disciplines: Entrepreneurship, the Creative Industries and Gender Studies along with methodological contributions with regards the use of research diaries as a data source. The last fifteen years have seen a huge focus, from policy makers and researchers, on entrepreneurship and the creative industries. Both have been seen as key drivers for economic growth in the UK and beyond. Studies have been wide and varied, looking at both disciplines individually and more recently where they converge. However, there is a paucity of research into the role that gender plays within this sector, and specifically the impact of gender on entrepreneurship within the creative industries. Using a highly reflexive approach, this study examined the career stories of a cohort of fine art graduates, the cohort with whom the researcher had graduated (1991-94, BA Fine Art, Wolverhampton School of Art and Design). The rationale was to make the best use of insider perspective and to access a group who had all had the same starting point, were within a similar age group (38-44), had worked through the ‘Blairite’ creative industries/economy policy framework and most likely had had to consider their ambitions as parents. It was considered that this group would offer a concentrated sample of creative graduates’ experience. Participants were interviewed using a narrative methodology and detailed career stories were gathered. The study took an inductive, grounded theory approach, making use of memoing and research diaries to aid reflexivity. Though a process of open, axial and thematic coding (Strauss and Corbin, 2003) themes emerged which, although linked to the original literature, also extended to new themes and topics which helped to better understand and explain where entrepreneurship fits within creative industry career journeys. Both theoretical and methodological contributions to knowledge are made:
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Swann, Natalie. "A cross-generational narrative examination of women's career journeys." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1566783.

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The purpose of this qualitative study was to examine women's career journeys and how these journeys vary by generational cohort. Sixteen women wage-earners were interviewed to examine women's career journeys and how these journeys vary by generation. Specifically, the internal and external barriers to and facilitators of women's career advancement, success and fulfillment were examined. The women reported five influencers on their career choices: mentors or role models, work-life balance considerations, passions and interests, financial needs, and hostile work environments. The process of career planning and exploration the women described was consistent across the generations and included a period of exploration, failure of their initial plans leading to continued exploration or limbo, and their avocations and careers ultimately seeming to unfold naturally.

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Albelushi, Auhoud Said. "A study of Omani teachers' careers : a journey from enthusiasm." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2501/.

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Social relationships within the school and recognition of teachers' efforts are two main elements respondents say are crucial for their sense of career satisfaction. However, "satisfaction" is found to be a complex concept, and one which allows a deeper and more comprehensive conceptualizing of respondents' lives. While teachers may display a sense of "job comfort", in which they are generally comfortable with "satisfactory" work conditions, this proves to be a superficial expression of contentment. "Job fulfilment", on the other hand, describes a deeply satisfying relationship with the tasks they do, and the school environment generally: "job fulfilment" suggests an experience of a profound sense of comfort with the intrinsic rewards of their job. The research suggests there are important implications in terms of how intrinsic and extrinsic satisfiers work both in relation to the wider social structure, as well as within the school itself. My research recognized that respondents moved through four main career stages: the academic stage, the novitiate stage, the maturation stage and the mid-career stage. Each stage was marked with specific characteristics; teachers in each stage expressed different, though clearly related concerns. This research presents a clear linkage between the initial decision to teach, subsequent development of a commitment to teaching, and the concomitant desire to quit. The research examines the applicability to Oman of extant models of teacher career stages, developed in the Western literature, and considers where an Omani developmental model may agree with and where depart from these models. The overall findings illustrate the powerful role of socio-cultural forces on teachers' professional and personal development and, considering these, facilitate the discussion of issues of gender and job satisfaction within the teaching profession. Wider extrapolations from the data analysis may help generate further research on teachers, giving them the voices they need for their future development and empowerment.
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Arbouin, Amanda Dawn. "British African Caribbean graduates : narratives of educational journeys and career outcomes." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2766/.

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The contribution of this thesis is to address a distinct gap in the literature by considering the structural trajectory across the domains of compulsory education, post-compulsory education and careers for British African Caribbean graduates. The research explores the educational and career experiences of a group of ten second generation African Caribbeans, described throughout as British African Caribbean (BAC). Each was born and educated entirely within the United Kingdom (UK), where they graduated from a higher education institution (HEI). The theoretical framework draws upon reproduction theory, critical race theory, black feminist theory and the theory of intersectionality to address three key questions:  How do BAC graduates experience the structures of race, class and gender in schooling, higher education (HE) and employment?  What resources do BAC graduates draw upon to navigate these domains and enable their successes?  In what ways do BAC graduates consider it important to contribute their skills and experiences in order to challenge the structures of race, class and gender in British society? The qualitative methodology adopted a life history and narrative approach and the primary data collection was predominantly achieved through a series of semistructured interviews with research participants. This was supported by some quantitative data analysis and an extensive review of the literature on race, class and gender in education and careers. The findings suggest that whereas school experiences were largely about ‘unfulfilled potential’, in higher education (HE) participants developed new strategies and became adept at ‘learning to achieve’. For most, school experiences were plagued by negative racial stereotyping, which manifested itself in low expectations for girls and conflict between peer groups and teachers for boys. Most participants’ journeys ‘en route to HE’ involved serendipity and stepping stones and their main motivations were family expectations, social mobility and pleasure gained through studying. ‘Benevolent BMEs’ and anti-racist practitioners acted as catalysts in post-compulsory education, and in teaching roles they enhanced the HE experience. Although problematic teacher-student relationships were detrimental in school, the ability to use ‘emotional withdrawal’ minimised the negative impact of such relationships in HE. On graduation, many progressed into postgraduate study, where a gender dynamic became apparent in the prevalence of women studying for Master’s degrees. All participants continued into professional careers, predominantly in the public sector. However, careers tended to plateau at an early stage and most felt that their career progress was not commensurate with their education and skills. Consequently, entrepreneurial inclinations emerged as a recurring theme within careers and career aspirations and this was frequently intertwined with a community orientation. The research suggests that the intersection of race, class and gender oppressions continue to have a negative impact on the educational and career prospects of British African Caribbean men and women. Measures to create a more inclusive education system, in terms of staffing, curriculum and student bodies across the board (rather than in ghettoised locations), would effect change in attitudes and thus challenge the insidious nature of these oppressions. The central role of education in all of our lives bestows it with the potential to act as a vehicle of and for change in British society. A key area for further investigation is an evaluation of the benefits of supporting BAC graduates in embarking on community oriented entrepreneurial endeavours, in order to utilise their skills more effectively and build stronger BAC communities, which would go some way to fulfilling the government’s loudly-trumpeted and laudable objective of greater economic and social inclusion.
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Books on the topic "Career journey"

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The career journey. 2nd ed. [North Charleston, SC]: [CreateSpace], 2012.

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DiMarco, Cara. Career transitions: A journey of survival & growth. Scottdale, Ariz: Gorsuch Scarisbrick, 1997.

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Reagan's journey: Lessons from a remarkable career. New York: Threshold Editions, 2011.

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Charter, G. Ann. Career counselling for aboriginal youth: The journey inward, the journey outward. Toronto: Guidance Centre, Ontario Institute for Studies in Education, 1994.

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Creating your professional path: Lessons from my journey. Alexandria, VA: American Counseling Association, 2010.

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The musician's journey: Crafting your career vision and plan. New York: Oxford University Press, 2013.

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Alberta. Alberta Advanced Education and Career Development. A Journeyman's guide to preparing career talks. [Edmonton, Alta.]: Alberta Advanced Education and Career Development, 1993.

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Thomsen, Marilyn. From here to maternity: A career woman's journey into motherhood. Boise, Idaho: Pacific Press Pub. Assoc., 1987.

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Naval War College (U.S.). Center for Naval Warfare Studies and Naval War College (U.S.). Press, eds. Writing to think: The intellectual journey of a naval career. Newport, Rhode Island: Naval War College Press, 2014.

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Preskey, Helen. The Journey of a lifetime: A career decision making workbook. Leicester: Leicestershire Careers & Guidance Services, 1995.

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Book chapters on the topic "Career journey"

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Woods, Shirley F. "The Other Journey." In Lives of Career Women, 103–23. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-6447-2_8.

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Rook, Steven. "Planning your journey." In The Graduate Career Guidebook, 24–30. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1057/978-0-230-39174-1_4.

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Al Arkoubi, Khadija, and Geronda Wollack-Spiller. "The Journey of Career Resilience Among Women." In Handbook of Personal and Organizational Transformation, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-29587-9_1-1.

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Al Arkoubi, Khadija, and Geronda Wollack-Spiller. "The Journey of Career Resilience Among Women." In Handbook of Personal and Organizational Transformation, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-29587-9_1-3.

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Al Arkoubi, Khadija, and Geronda Wollack-Spiller. "The Journey of Career Resilience Among Women." In Handbook of Personal and Organizational Transformation, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-29587-9_1-2.

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Doering, Susan. "Aiming for satisfaction in your career journey." In Smart Career Moves for Smart Women, 135–39. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003353720-19.

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Kashyap, Lina. "Career journey and reflections on child-centred social work." In Child-Centred Social Work in India, 3–19. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003259558-2.

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Umarova, Anastasiya. "Career development as a journey to construct professional identity." In Developing and Utilizing Employability Capitals, 182–98. Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: Routledge research in higher education: Routledge, 2020. http://dx.doi.org/10.4324/9781003004660-13.

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Anderson, Beverley. "A Constructive Interlude in my Career Path." In A Uro-Oncology Nurse Specialist’s Reflection on her Practice Journey, 61–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94199-4_4.

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Mawela, Tendani. "The Journey of Female Professors in South Africa." In Paths to Career and Success for Women in Science, 63–77. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-04061-1_4.

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Conference papers on the topic "Career journey"

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Lecorchick, Douglas, Jana Bonda, Tonya Isabell, and Deb Shapiro. "Career Technology and Engineering Education Professionals: A Woman’s Journey through Reflections." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454156.

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Ward, Jennifer. "Surviving Not Thriving: The Journey of Two Early Career Program Coordinators." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686026.

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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.

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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
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Pinto, Ransford. "The Journey of Becoming: Examining the Career Paths of Black Women Public University Senior Leaders." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893329.

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Maher, Bridget. "The Short Career of a Gay-Identifying Teacher: The Journey From Preservice Teaching to Lead Teaching to Exiting the Profession." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443661.

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Morton, Scott, Petrea Redmond, and Peter Albion. "Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0103.

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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. This came down to many factors such as perception of the industry not being diverse in people and culture, the subject being dull or boring and the subject not catering for creativity. It was clear from the results that Māori and Pacifica females were discouraged more than encouraged by perceptions and attitudes towards ICT. Māori and Pacifica females had already made their minds up by year 11 that ICT was not the right career choice to follow. Schools need to recognise the students’ journey in ICT in this changing world and start promoting ICT as being creative and imaginative.
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Brooker, Jennifer, and Daniel Vincent. "The Australian Veterans' Scholarship Program (AVSP) Through a Career Construction Paradigm." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4380.

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In Australia, 6000 military personnel leave the military each year, of whom at least 30% become unemployed and 19% experience underemployment, figures five times higher than the national average (Australian Government 2020). Believed to be one of life's most intense transitions, veterans find it difficult to align their military skills and knowledge to the civilian labour market upon leaving military service (Cable, Cathcart and Almond 2021; AVEC 2020). // Providing authentic opportunities that allow veterans to gain meaningful employment upon (re)entering civilian life raises their capability to incorporate accrued military skills, knowledge, and expertise. Despite acknowledging that higher education is a valuable transition pathway, Australia has no permanently federally funded post-service higher education benefit supporting veterans to improve their civilian employment prospects. Since World War II, American GIs have accessed a higher education scholarship program (tuition fees, an annual book allowance, monthly housing stipend) (Defense 2019). A similar offering is available in Canada, the UK, and Israel. // We are proposing that the AVSP would be the first comprehensive, in-depth study investigating the ongoing academic success of Australia's modern veterans as they study higher and vocational education. It consists of four distinct components: // Scholarships: transitioning/separated veterans apply for one of four higher education scholarship options (under/postgraduate): 100% tuition fees waived // $750/fortnight living stipend for the degree duration // 50/50 tuition/living stipend // Industry-focused scholarships. // Research: LAS Consulting, Open Door, Flinders University, over seven years, will follow the scholarship recipients to identify which scholarship option is the most relevant/beneficial for Australian veterans. The analysis of the resultant quantitative and qualitative data will demonstrate that providing federal financial support to student veterans studying higher education options: Improves the psychosocial and economic outcomes for veterans // Reduces the need for financial and medical support of participants // Reduces the national unemployed and underemployed statistics for veterans // Provides a positive return of investment (ROI) to the funder // May increase Australian Defence Force (ADF) recruitment and retention rates // Career Construction: LAS Consulting will sit, listen, guide, and help build an emotional connection around purpose, identity, education and employment opportunities back into society. So, the veteran can move forward, crystalise a life worth living, and find their authentic self, which is led by their values in the civilian world. // Mentoring: Each participant receives a mentor throughout their academic journey.
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Kraft, Volker, and Curt Hinrichs. "Preparing Students to Solve Real Problems With Statistics." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4a3.

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Students who master basic statistical methods are not automatically good problem solvers. This can be challenging when starting a career in industry. The journey from problem to solution requires a basic understanding of the typical workflow of data-driven decision making. A simple framework for the process of data discovery is a practical and useful addition to basic statistics education. This paper will mention some challenges students often experience when they move into industry along with a framework that connects the problem-solving elements from data access to data exploration and analysis to sharing results. It will also share freely accessible teaching resources such as the JMP Case Study Library that can help bring statistical problem solving into the classroom.
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Lyons, Timothy. "ARTHUR L. DAY MEDAL: WORLDS WITH AND WITHOUT OXYGEN: A CAREER-LONG JOURNEY FROM MODERN EARTH TO ANCIENT EARTH TO EARTH-LIKE PLANETS FAR BEYOND." In GSA Connects 2022 meeting in Denver, Colorado. Geological Society of America, 2022. http://dx.doi.org/10.1130/abs/2022am-377778.

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Panova, Elizaveta. "Word-image interaction in the treatise “Voyage en Siberie”." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.14163p.

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“Voyage en Siberie” describes a journey through Russia carried out by Jean Chappe d'Auteroche to observe the passage of Venus across the Sun. Besides the description of this phenomenon the book contains the author’s travel notes and study of the Russian political, historical, geographic and military conditions in the middle of the 18th century. “Voyage en Siberie” was accompanied by the cycle of illustrations performed by Jean-Baptiste Le Prince. As these works were among the first examples of the costume images on the Russian subject, they became crucial in the career of the artist who is considered to be the creator of “Russerie” in French art. This paper discusses the nature of the text and illustrations developing according to the logic of ideas of the Enlightenment. The author intends to show that although Chappe d'Auteroche and Le Prince worked together on the book they had different visions of the problem.
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Reports on the topic "Career journey"

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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Choi-Allum, Lona. Career Journeys of Adults 35 and Older. AARP Research, April 2020. http://dx.doi.org/10.26419/res.00304.001.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Wall, Howard J. Journal Rankings in Economics: Handle with Care. Federal Reserve Bank of St. Louis, 2009. http://dx.doi.org/10.20955/wp.2009.014.

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Aldridge, Don. Behavioral and Mental Healthcare: Total Warrior Care Commitment. U.S. Army Medical Department Journal, July-September 2008. Fort Belvoir, VA: Defense Technical Information Center, September 2008. http://dx.doi.org/10.21236/ada488668.

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Walker, Alex, Brian MacKenna, Peter Inglesby, Christopher Rentsch, Helen Curtis, Caroline Morton, Jessica Morley, et al. Clinical coding of long COVID in English primary care: a federated analysis of 58 million patient records in situ using OpenSAFELY. OpenSAFELY, 2021. http://dx.doi.org/10.53764/rpt.3917ab5ac5.

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This OpenSAFELY report is a routine update of our peer-review paper published in the British Journal of General Practice on the Clinical coding of long COVID in English primary care: a federated analysis of 58 million patient records in situ using OpenSAFELY. It is a routine update of the analysis described in the paper. The data requires careful interpretation and there are a number of caveats. Please read the full detail about our methods and discussionis and the full analytical methods on this routine report are available on GitHub. OpenSAFELY is a new secure analytics platform for electronic patient records built on behalf of NHS England to deliver urgent academic and operational research during the pandemic. You can read more about OpenSAFELY on our website.
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Busch, Julian Conn, Madhavi Muralidharan, Jasmine Wu, Laura Di Taranti, Enrique Torres Hernandez, Meredith Collard, and Meghan Lane-Fall. Systematic review of OR to ICU handoff standardization interventions highlights need for focus on sustainability and patient outcomes. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0035.

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Review question / Objective: The objective of this review is to examine if and how interventional studies on handoffs of patients from the operating room (OR) to the intensive care unit (ICU) analyze interventional sustainability and their impacts on patient outcomes. Eligibility criteria: Inclusion criteria for studies were as follows: (1) publication of the study as a full-text manuscript in a peer-reviewed journal and (2) description of an intervention to standardize the OR to ICU handoff. Information sources: Information sources are the following electronic databases: ABI Inform, Business Source Complete and HealthBusiness FullText (EBSCO), CINAHL, ClinicalTrials.Gov, Cochrane Review, EMBASE, Ovid Medline, PubMed, Scopus, and Web of Science.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Professor Jeffrey Halperin & JCPP. ACAMH, December 2018. http://dx.doi.org/10.13056/acamh.6047.

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