Relevant bibliographies by topics / Career learning and development

Academic literature on the topic 'Career learning and development'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Career learning and development"

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POPOVA-HRISTOVA, M. "CAREER ORIENTATION. AREAS OF CAREER DEVELOPMENT." Series IX Sciences of Human Kinetics 13(62), no. 2 (December 10, 2020): 235–40. http://dx.doi.org/10.31926/but.shk.2020.13.62.2.30.

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This study presents the results of a survey with adolescents and adults about the areas of career development they are excited about. We identified the career aspirations of the interviewees by dividing a group of three to six questions into five sections. Regarding the directions, we summarized the following topics: career development and management; entrepreneurial behavior; getting and keeping a job; learning and working skills; nature of work.
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Bridgstock, Ruth, Michelle Grant-Iramu, and Alan McAlpine. "Integrating career development learning into the curriculum: Collaboration with the careers service for employability." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 56–72. http://dx.doi.org/10.21153/jtlge2019vol10no1art785.

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Career development learning has a demonstrable positive impact on the graduate employability of higher education learners. This is particularly the case if it is integrated into the curriculum rather than experienced as an add-on or included in finite curriculum elements. However, integration of career development learning into curriculum is a significant and challenging undertaking in course design, and also in facilitation of learning experiences. Academics manage crowded curricula in their disciplinary areas, and many also have external course accreditation requirements to deal with that may not include career development elements. In many institutions there is mixed understanding of what career development learning entails, no clear top-level strategic support, and unprecedented numbers of enrolled students across digital and on-campus provision. This article explores challenges and opportunities in integrating career development learning into curriculum in higher education, and identifies effective strategies for doing so at institutional, school, and program levels. It draws upon case studies comprising more than 30 interviews across nine universities in Australia and internationally, exploring how cross-disciplinary collaboration between career development practitioners, learning and curriculum designers, and academic units can be effective in enacting curricular career development learning at scale. The article suggests strategies for institutional leaders, academics, and careers practitioners in higher education insitutions at different stages in the curricular career development learning journey.
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Fowkes, Leigh. "The impact of career focused online discussion forums." Canadian Journal of Career Development 20, no. 2 (September 1, 2021): 61–68. http://dx.doi.org/10.53379/cjcd.2021.141.

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This mixed method research project investigated the impact and utility of online discussion forums (ODFs) hosted by the The Open University (UK) Careers and Employability Services in supporting the career identity, learning and development of Open University students. Despite a substantial evidence base underpinning the use of ODFs within online learning environments for pedagogical applications there is a paucity of scholarly activity linking student participation within ODFs for specific career learning and career development purposes. In addressing this gap, this novel research draws upon influential career theory relating to career learning and career identity to situate student and staff perceptions of careers focussed ODFs and their impact. To achieve this the interactions of higher education students were analysed within six selected ODFs whilst more in-depth insights were captured through student questionnaires and staff interviews. The findings of this study demonstrate the wide-ranging benefits of ODFs for the growth of career identity and learning, and also as a space where critical community inquiry can occur, contributing to deeper approaches to learning for participants.
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Hooley, Tristram. "Developing your career: harnessing the power of the internet for “digital career management”." Development and Learning in Organizations: An International Journal 31, no. 1 (January 3, 2017): 9–11. http://dx.doi.org/10.1108/dlo-07-2016-0066.

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Purpose This paper aims to discuss the role of the internet in framing individual’s career building. It argues that the 7 Cs of digital career literacy offer a useful framework for those working in learning and development in organizations. Every individual needs to engage with the internet when thinking about how to manage and future-proof their careers. Learning and development (L&D) professionals can support employees to harness the power of the internet and learn how to make use of the new opportunities of “digital career management”. Design/methodology/approach This paper highlights steps that every individual needs to take for “digital career management” and pulls out the role of L&D professionals in addressing the developing internet context. Findings Sets out “7 C’s” for proactively managing a “digital career profile”. Originality/value The internet has shifted the context for career building and learning how to maximize the opportunities now offered is the central task for anyone wishing to carve out their future careers.
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Nowell, Lorelli, Glory Ovie, Natasha Kenny, K. Alix Hayden, and Michele Jacobsen. "Professional learning and development initiatives for postdoctoral scholars." Studies in Graduate and Postdoctoral Education 11, no. 1 (December 9, 2019): 35–55. http://dx.doi.org/10.1108/sgpe-03-2019-0032.

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Purpose Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development. Design/methodology/approach This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature. Findings Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands. Originality/value In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.
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Meijers, Frans, and Marinka Kuijpers. "Career learning and career learning environment in Dutch higher education." Journal of Applied Research in Higher Education 6, no. 2 (September 2, 2014): 295–313. http://dx.doi.org/10.1108/jarhe-06-2013-0025.

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Purpose – The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation, certainty of career choice and drop out, and also whether the learning environment affects these variables. In the study, four career competencies are identified: career reflection (reflective behavior), work exploration (exploring behavior), career action (pro-active behavior) and networking (interactive behavior). Aspects of the learning environment that are taken into account are practice- and inquiry-based curriculum and career guidance conversations. Design/methodology/approach – A questionnaire-based study was carried out among 4,820 students and 371 (school) career counsellors in 11 universities. Findings – The results show that career competencies are related to learning motivation, career identity, certainty of career choice and drop out threat. The learning environment also contributes to these outcome variables. Students who participate in a practice-based and inquiry-based curriculum, and who have helping conversations about their study with their teachers, feel more motivated for learning, are more certain of their career choice and are less likely to quit their study. Research limitations/implications – A limitation of this study is that, due to the cross-sectional design with no control group, no strong evidence for effectiveness can be presented. Moreover, the lack of well validated instruments limits the value of the results. The explained variance of the outcome variables, however, does indicate that there are relationships between career competencies and career learning environment on one hand, and career identity, learning motivation and certainty of choices on the other. Practical implications – Constructing and attributing meaning when engaging in these dialogues is of central importance; the development of personality traits and qualities only takes place when those learning find the content meaningful (and that is something quite different than content being considered “necessary”). In order to achieve such a learning environment within the dominant educational culture, transformative leadership is essential. Such leadership, however, is rare in Dutch universities of applied sciences until now. Social implications – Universities are increasingly acknowledging that they have a strong responsibility to guide students not only in their academic growth, but also in their career development. Universities – and especially universities of applied sciences – cannot leave this task to the public or private sector for two key reasons. First, universities are funded by the government and are therefore expected to prepare their students adequately for life in our individualized society as well as for the labor market. In the second place because organizations in the private and public sector often lack the knowledge and the motivation to guide young people on their career paths. Originality/value – A limitation found in the research, as well as in actual career interventions in schools, is that they focus on change in students’ knowledge, attitudes and decision-making skills, while students’ behaviors are not examined. Hughes and Karp (2004) maintain that research should focus on exploring the relationships between guidance interventions and positive students’ behavioral outcomes. Therefore, the paper concentrates – in search of the influence of school-based career interventions – not on decision-making skills, attitudes or knowledge but on actual career behavior, i.e. career competencies of students.
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Escoffery, Cam, Melissa Kenzig, Christel Hyden, and Kristen Hernandez. "Capitalizing on Social Media for Career Development." Health Promotion Practice 19, no. 1 (September 29, 2017): 11–15. http://dx.doi.org/10.1177/1524839917734522.

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Social media is powerful and has effective tools for career advancement. Health promotion professionals at all stages of their career can employ social media to develop their profile, network with a range of colleagues, and learn about jobs and other career-enhancing opportunities. This article focuses on several social media resources, describes their key functions for career development, and offers strategies for effective use. Steps in using social media include creating a personal profile, sharing products such as newsletters or publications, and locating volunteer and job opportunities. Learning skills to use social media effectively is important to advancing careers and to the expansion of the public health workforce.
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Gander, Michelle, and Margot McInnes. "Can a professional learning community deliver career development learning?" Journal of Workplace Learning 33, no. 7 (May 18, 2021): 523–33. http://dx.doi.org/10.1108/jwl-01-2021-0009.

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Purpose The professional development needs of university professional staff are an under-researched area. More data were needed to understand their needs to ensure that employers invest their resources appropriately. A conceptual framework is developed for the workplace learning of career development activities using concepts of professional learning communities, adult learning and non-formal learning. The purpose of this study was to evaluate the success of a professional development network in meeting the needs of university professional staff after a re-structure. Design/methodology/approach A case study of the development of a staff career network at an Australian university after a restructure is presented. An online survey was sent to 75 staff who had attended at least one professional development event. Quantitative and qualitative data were analysed using descriptive statistics and thematic analysis. Findings This study has shown that a university professional staff career network has been a positive influence for its participants after an organisational restructure. The value of this network was to increase confidence and provide opportunities for self-improvement, career planning and networking. Originality/value A conceptual model integrating the concepts of professional learning communities, adult learning and non-formal learning has resulted in a model of social non-formalised workplace learning that may be of use in other contexts to improve staff motivation, outside of more formal learning opportunities.
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Mayorga, Luanne K. "HEIs and workforce development: Helping undergraduates acquire career-readiness attributes." Industry and Higher Education 33, no. 6 (September 10, 2019): 370–80. http://dx.doi.org/10.1177/0950422219875083.

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The transition from college to careers has remained relatively consistent for decades. This is no longer the case, as many factors are at play. It is essential that undergraduate students gain career-relevant skills to be successful in the complex, global workforce. Yet employers raise concerns about students’ career-readiness. Simultaneously, higher education institutions (HEIs) are facing numerous challenges, such as unprecedented access to a college education, funding allocations and students working while attending college. All these factors lead to an arduous situation. Since learning is not merely relegated to the classroom, this qualitative multisite case study focuses on experiential learning opportunities offered through university-affiliated business incubators to gain a better understanding of how they may assist undergraduate students prepare for the workforce. This research contributes to the literature by showing how HEIs can help students develop career-readiness attributes to prepare for their transition from college to careers.
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Frigerio, Gill, and Stephanie Rix. "Career development and coaching: Straddling two worlds and bringing them together." Journal of the National Institute for Career Education and Counselling 46, no. 1 (April 1, 2021): 32–38. http://dx.doi.org/10.20856/jnicec.4606.

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This article distinguishes between the areas of professional practice of 'coaching' and 'career guidance', reviewing recent change and noting the emergence of 'career coaching' as a crossover activity. We argue for further integration of coaching and careers work under this label and note some of the benefits for coaches who are working on career development issues to share a theoretical understanding of career development. We flag some attendant risks of not integrating further and note that a learning focus is a potential shared understanding that could be used as a basis for this ongoing integration.
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Dissertations / Theses on the topic "Career learning and development"

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Carden, Lila Lenoria. "Pathways to success for moderately defined careers: a study of relationships among prestige/autonomy, job satisfaction, career commitment, career path, training and learning, and performance as perceived by project managers." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5817.

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New emerging career paths for professionals are often non-linear, dynamic, and boundary-less (Baruch, 2004) and have resulted in undefined professional advancement opportunities for managers and employees in a variety of contexts. Career paths help individuals make meaning in their job contexts and provide avenues to meet intrinsic and extrinsic rewards, including economic and social status (Adamson, 1997; Callanan, 2003). As a result, individual perceptions of career paths may impact job satisfaction, career commitment, and performance. The purpose of this study was to test a career development model examining the path of relationships amongst autonomy/prestige, career path, training and learning, job satisfaction, career commitment, and performance for moderately defined career professionals. Based on a systematic categorization of careers, from well defined to less well defined, project managers were determined to have moderately defined careers. The researcher employed a survey resulting in 644 project manager respondents. Path analysis was effectuated as a modeling technique to determine whether there was a pattern of intercorrelations among variables. A career development model framing the relationship between project managers’ perceptions of their career paths on their respective performance was explored. The direct path relationships included: (a) frequency of participation in training and learning activities was negatively related to performance, (b) career path was positively related to performance, (c) autonomy/prestige was positively related to performance, and (d) career commitment was negatively related to performance. The indirect path relationships included (a) autonomy/prestige was mediated by career commitment and performance; (b) the connection between career path and performance was mediated by frequency of participation in training and learning (c) career path to performance, was mediated by job satisfaction and career commitment, and (d) career path to performance was mediated by job satisfaction, career commitment, and autonomy/prestige. Study findings supported the tested model and contributed to increased understanding regarding the importance of career paths to individual job satisfaction, career commitment, and performance. Opportunities for new research and implications for individuals and organizations are outlined.
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Williams, Christine M. "Gender in the Development of Career Related Learning Experiences." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1278702627.

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Sharp, Mary Anne Rainey. "Career development in academic family medicine: An experiential learning approach." Case Western Reserve University School of Graduate Studies / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=case1055438296.

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Panagos, Rebecca J. Huffman. "Self-efficacy and the career development of adolescents with learning disabilities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737846.

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Domholt, Kimberly. "Internship Participation: Impacts on Career Outcomes and Starting Salaries." Thesis, North Dakota State University, 2018. https://hdl.handle.net/10365/29006.

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Internships are a great way for college students to gain real-world work experience. Students who participate in an internship should learn valuable skills, build a network and gain professional confidence. Employers want to see prior, relevant work experience when deciding who to hire and an internship can provide that. This quantitative research study examined the impacts on career outcomes and starting salaries for college graduates who participated in a paid internship, unpaid internship or no internship and in a structured internship program for which they receive college credit, a non-credit internship and no internship. The results clearly showed that students who completed any type of internship were employed at a higher rate than those who did not complete an internship. There was also a substantial impact on higher starting salaries for those who completed a paid internship.
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Medvide, Mary Beth. "Hope in the Lives of Low Income Students of Color: A Qualitative Study of Experiences in a Work-Based Learning Program." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:103553.

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Thesis advisor: Maureen E. Kenny
Hope theory (Snyder et al., 1991) is a cognitive framework for understanding how individuals plan and stay motivated to achieve their goals. Research suggests that high levels of hope among adolescents are associated with academic achievement and markers of career exploration (Day, Hanson, Maltby, Proctor, & Wood, 2010; Kenny, Walsh-Blair, Blustein, Bempechat, & Seltzer, 2010). However, some scholars have raised criticisms about the conceptual underpinnings of hope and its applicability to the lives of marginalized groups (Tong, Fredrickson, Weining, & Zi, 2010; Riele, 2010). Despite these criticisms, hope theory has been used to study academic achievement among students of color (Chang & Banks, 2007; Roesch, Duangado, Vaughn, Aldridge, and Vilodas, 2010). Existing studies have most often utilized quantitative frameworks that have provided limited insight into how hope is experienced in the daily lives of low income students of color and how it may embody their relational, social, and cultural contexts. A qualitative framework is well suited for addressing these shortcomings. The current study employed a phenomenological methodology to explore how low income students of color defined hope and experienced it in their daily lives. Twenty one students enrolled in a work-based learning program at an urban Catholic high school were interviewed individually and participated in a group written activity on hope in their communities. The results of the study showed that goal pursuit was embedded within a relational context where participants embodied the opportunities and barriers experienced in their families, schools, and communities. The participants defined hope in ways that surpassed existing theory and elucidated the dynamic and sometimes contradictory role of the social context. These findings provide avenues for intervention in the lives of marginalized youth that frame discussions of WBL programs within a larger social context where relational processes are vital for student success
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Johnson, Helena Claire. "Continuing professional development for physiotherapists : exploring their choices in career long learning." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2194/.

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Purpose. The purpose of the thesis is to add to the body of knowledge of continuing professional development (CPD) for physiotherapists, by exploring the views of physiotherapists employed in NHS sites within one Strategic Health Authority. Relevance. Increasingly physiotherapists are under pressure to demonstrate engagement in CPD in order to demonstrate their competence, with a statutory requirement (HPC, 2003) that requires practitioners to show evidence of having undertaken CPD and to have applied this to their practice. Research Methods. The study used an interpretive approach and a sequential multi-method exploratory design involving 2 phases of data collection. Participants: Phase 1: 357 NHS physiotherapists; phase 2: 22 respondents from the survey. Data Collection Tools: Phase 1 used a four-page self-completion postal questionnaire. Phase 2 used semi-structured individual interviews. Analysis: The survey data from 140 completed questionnaires were analysed using SPSS. Principal Component Analysis (PCA) was used as a data reduction technique. The interview transcripts were analysed using NVivo 7.Findings. 32 different CPD activities were identified. PCA revealed 3 components as reasons for engaging in CPD activities, and 4 components as barriers to CPD. Internal consistency using Cronbach's Alpha was acceptable to good (.653 to .891). A Friedman ranks test found that the rank order of these components was consistent across all subgroups and the significance was p<0.05.Discussion. The findings suggest that there should be a greater focus on the contribution that work-based and self-directed learning activities can have on the CPD of physiotherapists in the NHS, at a time when finding in CPD is limited, as informal learning in the workplace is not always acknowledged within current policies. Measuring the impact of CPD remains a challenge, as personal benefit and benefit to the service cannot be easily separated. Conclusion. The findings indicate that the participants' decisions to engage in CPD were influenced more strongly by values related to improving clinical skills and patient care, than by the prospect of extrinsic rewards such as increase in pay and promotion. An increased understanding of the differences in CPD requirements of physiotherapists, at different stages in their careers, and practising in different clinical specialities, should enable appropriate CPD activities to be developed to ensure that they are appropriately supported in these roles.
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Pelletier, Christina L. "The Learning Communities of Exemplary Mid-Career Elementary General Music Teachers." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365004386.

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Graff, Jens. "Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context." Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.

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Barbeite, Francisco. "Importance of learning and development opportunity to job choice decisions." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28567.

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Books on the topic "Career learning and development"

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Ammar, Ahmed, ed. Learning and Career Development in Neurosurgery. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-02078-0.

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O’Shea, Sarah, Olivia Groves, Kylie Austin, and Jodi Lamanna, eds. Career Development Learning and Sustainability Goals. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6637-8.

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Rich, Feller, and Walz Garry Richard, eds. Career transitions in turbulent times: Exploring work, learning and careers. Greensboro, N.C: ERIC/CASS Publications, School of Education, University of North Carolina at Greensboro, 1997.

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Neimeyer, Greg J. Continuing professional development and lifelong learning: Issues, impacts and outcomes. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Barbara, Bassot, and Chant Anne, eds. An introduction to career learning and development, 11-19. Abingdon, Oxon: Routledge, 2011.

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Learning, practicing, and living the new careering. Philadelphia, PA: Accelerated Development, 1999.

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Swanson, Jane Laurel. Career theory and practice: Learning through case studies. 2nd ed. Thousand Oaks: Sage Publications, 2009.

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Continuing professional development: Lifelong learning of millions. Abingdon, Oxon: Routledge, 2012.

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Alberta. Alberta Learning. Learning and Teaching Resources Branch. Student learning-career planner: Information booklet middle/junior high school, senior high school. Edmonton, AB: Alberta Learning, 2000.

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Hoyt, Kenneth B. Learning to work: Implications for career development and educational reform. Alexandria, Va: National Career Development Association, 1995.

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Book chapters on the topic "Career learning and development"

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Patton, Wendy, and Mary McMahon. "Lifelong Career Development Learning." In Career Development and Systems Theory, 279–96. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-635-6_10.

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Beier, Margaret E., W. Jackeline Torres, and Jacqueline M. Gilberto. "Continuous Development throughout a Career." In Autonomous Learning in the Workplace, 179–200. New York, NY : Routledge, 2017. | Series: SIOP organizational frontiers series: Routledge, 2017. http://dx.doi.org/10.4324/9781315674131-10.

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Faraj, Moneer K., and Ahmed Ammar. "Career Development and Talent Education." In Learning and Career Development in Neurosurgery, 229–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-02078-0_22.

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Patton, Wendy, and Mary McMahon. "Career Development Learning in School Systems." In Career Development and Systems Theory, 323–44. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-635-6_12.

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Shoka, Ahmed, and Ahmed Ammar. "Cross-Border Learning and Career Development." In Learning and Career Development in Neurosurgery, 135–44. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-02078-0_14.

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McIlveen, Peter, Sally Brooks, Anna Lichtenberg, Martin Smith, Peter Torjul, and Joanne Tyler. "Career Development Learning Frameworks for Work-Integrated Learning." In Professional and Practice-based Learning, 149–65. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3937-8_9.

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Tiessen, Rebecca. "Skills Development and Testing a Career Choice." In Learning and Volunteering Abroad for Development, 66–81. Abingdon, Oxon; New York, NY: Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781351709415-4.

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Bimrose, Jenny, Mary McMahon, and Mark Watson. "Older Women’s Retrospective Narratives of Their Work and Learning Pathways." In Handbook of Career Development, 555–70. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9460-7_31.

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Athanasou, James A. "Learning and Earning Limitations." In Promoting Career Development after Personal Injury, 15–36. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-836-5_2.

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Turel, Keki. "Learning from Errors/Mistakes." In Learning and Career Development in Neurosurgery, 183–98. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-02078-0_18.

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Conference papers on the topic "Career learning and development"

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Nacházelová, Eliška, and Alice Reissová. "CAREER DEVELOPMENT PREFERENCES OF UNIVERSITY STUDENTS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1024.

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Vostrikova, Tatiana, Iraida Sorokina, Sania Akhmedova, and Irina Bezrukavova. "Potential of digital learning environment in student career guidance." In "The Caspian in the Digital Age" within the framework of the International Scientific Forum "Caspian 2021: Ways of Sustainable Development". Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.hwyj4577.

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The article describes the potential of the digital learning environment in student career guidance. The authors study the factors that influence the design of students’ professional careers according to the changes in the digital environment and technology. The article considers the experience of student career guidance in the context of the digital learning environment. Particular attention is drawn to the practical and individualized approach of student career guidance in the higher school context. Examining the university’s experience resulted in arranging the challenges of student career guidance and proposing their solutions.
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Lomnicky, Igor, Lubica Predanocyova, and Zdenka Gadusova. "TEACHER'S CAREER PROGRESSION IN THE CONTEXT OF LIFELONG LEARNING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0487.

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Mizobuchi, Tomoya, and Toshihiko Hamasaki. "Applicability Analysis of the Combination of Career Anchors and Big-Five Personality for Student Career Development." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368474.

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Kee Wong, Yew. "Skills Mapping and Career Development Analysis using Artificial Intelligence." In 2nd International Conference on Machine Learning, IOT and Blockchain (MLIOB 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111215.

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Artificial intelligence has been an eye-popping word that is impacting every industry in the world. With the rise of such advanced technology, there will be always a question regarding its impact on our social life, environment and economy thus impacting all efforts exerted towards continuous development. From the definition, the welfare of human beings is the core of continuous development. Continuous development is useful only when ordinary people’s lives are improved whether in health, education, employment, environment, equality or justice. Securing decent jobs is a key enabler to promote the components of continuous development, economic growth, social welfare and environmental sustainability. The human resources are the precious resource for nations. The high unemployment and underemployment rates especially in youth is a great threat affecting the continuous economic development of many countries and is influenced by investment in education, and quality of living.
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Blumberga, Solveiga, and Ilze Danovska. "CAREER DEVELOPMENT AND AGEING OF PERSONNEL IN THE PUBLIC ADMINISTRATION." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2547.

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Li, Kin Fun, John Fagan, and Imen Bourguiba. "Teaching professional practice and career development to graduate students." In 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851829.

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Kubínyi, Ľubomír, and Tereza Dolečková. "SERVICE EVALUATION AS A TOOL OF MOTIVATION FOR SOLDIERS’ CAREER DEVELOPMENT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1357.

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Tappura, Sari. "OHS Management Skill Development and Continuing Learning." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001140.

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Occupational Health and Safety (OHS) management focuses on employee safety and health; OHS legislation establishes the requirements for OHS management competencies. This study aims to identify measures for developing OHS management skills during a management career to support managers’ competence development and continuing learning. A qualitative multiple-case study of seven industrial companies in the energy and processing industries and industrial services was conducted. Measures for developing OHS management skills during the following stages of a management career were identified: 1) recruitment, 2) orientation, 3) competence assessment, 4) competence development, 5) performance assessment and measurement, and 6) incentives and rewards. This study suggests practical organizational measures for developing managers’ OHS competence at different career stages as general management competencies. Developing managers’ OHS competence provides them with knowledge of their responsibilities and expectations, as well as company-wide OHS objectives and practices to improve OHS and operational efficiency.
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Keane, Christopher. "LEARNING AND SKILL DEVELOPMENT FOR THE LONG-HAUL GEOSCIENCE CAREER." In Joint 69th Annual Southeastern / 55th Annual Northeastern GSA Section Meeting - 2020. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020se-343081.

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Reports on the topic "Career learning and development"

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Cao, Larry, Rebecca Fender, and Ryan Munson. The Future of Work in Investment Management: The Future of Skills and Learning. CFA Institute, July 2022. http://dx.doi.org/10.56227/22.1.7.

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This report identifies gaps between the supply and demand for skills, outlines strategies for career development, and proposes structural changes to investment teams to better leverage diverse talent.
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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Caicedo, Santiago, Robert Lucas, and Esteban Rossi-Hansberg. Learning, Career Paths, and the Distribution of Wages. Cambridge, MA: National Bureau of Economic Research, April 2016. http://dx.doi.org/10.3386/w22151.

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Sanders, William R., and W. Guyer. Commanders' Survey: Armor Captains' Career Course (Distance Learning). Fort Belvoir, VA: Defense Technical Information Center, May 2001. http://dx.doi.org/10.21236/ada393748.

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

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Hustvedt, Gwendolyn, Jiyun Kang, and Beth Wuest. Impact of Sustainability and Ethics Learning on Career Considerations. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-108.

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Andersen, Gwen. Wind Energy Career Development Program. Office of Scientific and Technical Information (OSTI), March 2012. http://dx.doi.org/10.2172/1037460.

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Rundels, Jennifer J., and Anne M. Casey. Measuring Job-Fit and Career Paths of Distance Learning Lirbrarians. ERAU, 2018. http://dx.doi.org/10.15394/2018.1000.

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Bonk, Curtis J., Tatana Olson, Robert A. Wisher, and Kara Orvis. Reflections on Blended Distributed Learning: The Armor Captains Career Course. Fort Belvoir, VA: Defense Technical Information Center, October 2002. http://dx.doi.org/10.21236/ada408041.

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