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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Biller, Ernest F. "Career Development of the Learning Disabled Adolescent." Career Development for Exceptional Individuals 8, no. 1 (April 1985): 17–22. http://dx.doi.org/10.1177/088572888500800103.
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Shuttleworth, Sue. "Self‐directed learning for lifelong career development." In Practice 30, no. 5 (May 2008): 287–89. http://dx.doi.org/10.1136/inpract.30.5.287.
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Beale, Andrew V. "Facilitating the Learning of Career Development Theories." Career Development Quarterly 46, no. 3 (March 1998): 294–300. http://dx.doi.org/10.1002/j.2161-0045.1998.tb00702.x.
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Kotlyar, Igor, Julia Richardson, and Len Karakowsky. "Learning to lead from outsiders." Journal of Management Development 34, no. 10 (October 12, 2015): 1262–71. http://dx.doi.org/10.1108/jmd-05-2015-0076.
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Purpose – An increasingly popular method of facilitating employee and leadership development is via a career community (Parker et al., 2004), where individuals self-organize to obtain career support. This study was driven by the following research question: how do external peer coaching groups – which are a form of career community – impact leadership development? The purpose of this paper is to report the findings of a research study that examined one such career community focussed on providing peer coaching for managers in business organizations. The authors conducted in-depth interviews with participants who attended a leadership development program that was based on harnessing a career community for the purpose of peer coaching. The authors report the results of the study and its implications for leadership development programs. Design/methodology/approach – The authors chose a qualitative methodology to conduct this exploratory examination, where the authors conducted in-depth interviews with participants in a unique leadership development program which involved peer group coaching supplemented by one-on-one personal coaching. A key reason for adopting a qualitative methodology was that the authors were looking for a deeper understanding of interviewees’ perceptions and experiences regarding peer coaching. The first component of the leadership program involved eight peer coaching sessions over a 12-month period. Participants met in small, exclusive groups – typically in cohorts of seven to eight peers, but as many as 12 peers – every six weeks to discuss a variety of topics relevant to their jobs and stage of career and to provide each other with peer coaching and advice. Each group was comprised of people from different organizations. Sessions were led by a facilitator and lasted three hours each. The authors conducted in-depth interviews with 17 graduates of the program. The sample comprised 14 women and three men. Interviews were audio taped and transcribed verbatim and then analyzed using thematic analysis (King, 2004) to identify the key themes in interviewees’ experiences of the respective program. Findings – Thematic interpretation of participants’ responses yielded the following four major themes: first, the value of a learning community; second, the utility of a formal approach to peer coaching; third, the value of diversity and “externality”; and fourth, the value of an open learning environment (each fully described in the manuscript). The study revealed that external peer coaching and personal coaching deliver distinct types of value as part of a complete leadership development program. Research limitations/implications – This was a case study and specific to one leadership development program. Consequently, the authors cannot necessarily generalize the findings. Practical implications – The findings draw critical attention to the major contribution that learning communities can make toward leadership development. Although many leadership development programs assume that “leadership” is best learned from top leaders (e.g. Presidents and CEOs), organizations can acquire unique benefits by leveraging the concept of peer coaching, which can produce substantial results by having managers at the same organizational level learn from each other. In addition, the study underscores the potential value of external sources of peer coaching and leader development. Organizations may further maximize such benefits by sending their mid and senior-level managers to external peer coaching programs, which can deliver unique value in addition to any internal leadership development initiatives. Social implications – This study underscores the need to better bridge the gap between two literatures – careers and leadership development. Career scholars explore the activities involved in developing careers (e.g. career communities) and leadership development scholars explore activities involved in developing leaders. This study demonstrates the value of integrating knowledge from both these literatures to suggest that learning communities can impact leadership development in significant and positive ways. Originality/value – This study makes a novel contribution to the literature addressing leadership development. It draws attention to the use of career communities for leadership development – an issue which has largely been ignored. In addition, while much of the extant research has focussed on either academic or student participants, the study focussed on business professionals. Few studies have examined the use of peers from outside organizations to serve as coaches for leadership development.
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Bano, Yasmeen, and S. Vasantha. "Influence of Career Development Learning on Employability with the Mediating Effect of Learning Outcome." ECS Transactions 107, no. 1 (April 24, 2022): 9923–30. http://dx.doi.org/10.1149/10701.9923ecst.
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Employability is a very real challenge as many students do not possess skill required by industry. It is strongly recommended by several researchers that college management should establish a good contact with the local industries to develop the students’ career development learning because academia and industry collaboration can help in students’ career development learning and make them more employable. The key purpose of the present study is to establish the mediating effect of learning outcome between career development learning and employability. The data collection has been done by collecting the response from 230 management students by utilizing the purposive sampling method. The data has been collected through the questionnaire survey method. And for testing the hypothesis, several statistical approaches were applied. The result of this study revealed that learning outcome partially mediated the employability because career development learning also has direct positive effect on employability. The study has concluded that career development learning improves the students’ employability and make them more successful in their career. The study also concluded that learning outcome also plays an important role in developing the students’ employability.
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Tierney, Anne M., Dorothy Aidulis, Julian Park, and Katherine Clark. "Supporting SoTL Development through Communities of Practice." Teaching & Learning Inquiry 8, no. 2 (October 6, 2020): 32–52. http://dx.doi.org/10.20343/teachlearninqu.8.2.4.
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Increasingly, academics are engaging with the Scholarship of Teaching and Learning (SoTL). However, within United Kingdom higher education, the definition of and activities that constitute SoTL remain open to debate. In this article, we explore SoTL through four career histories that give insight into how SoTL has developed and played a role in the careers of four life sciences-based, teaching-focused academics in UK universities at different points in their careers. The recurring themes in the career histories include collaboration; professional development; sharing and dissemination; and funding. The career histories also highlight aspects of and the importance of communities of practice. We reflect on the role of communities of practice in supporting SoTL and discuss how communities of practice external to one’s home institution can play a role in developing SoTL and teaching practice. Internationally there is a growing focus on SoTL, and although the four career histories presented here are authored by academics based in UK institutions and focused on the UK context, the themes they reveal are widely applicable.
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Pandya, Saurabh. "Early life experiences and their impact on effective learning and development." Development and Learning in Organizations: An International Journal 34, no. 6 (February 5, 2020): 49–51. http://dx.doi.org/10.1108/dlo-09-2019-0210.
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Purpose This paper highlights the role of an individual’s early life experiences (formative years’ experiences) in the learning and development (L&D) journey of their careers. Hence, it is useful for the individual managers as well as organizations to better understand and improve the effectiveness of their L&D processes. Design/methodology/approach The paper draws insights from a small subset of the data collected as a part of a larger study on leadership development processes in the context of medium-sized rapid growth organizations in the Indian software services industry. Findings The respondents, i.e. senior managers in the software services firms, shared some of their experiences in their formative years (family/school/university/career) which they felt had a huge impact on the way their careers had shaped up. These stories spanned across diverse experiences like values instilled in childhood by parents/grandparents, influence of schoolteachers, friends and peers during growth years, academic performance during college/university days, and successful or positive experiences during early career years. Originality/value The paper can be useful to managers in their career development, as well as to organizations in making their L&D processes more effective. It provides a more nuanced understanding of how the experiences in formative years can help improve one’s development and performance in organizations; while the organizations allow, and create, conducive environment for the managers to harness these experiences gained early in life.
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Watts, A. G. "Career Development Learning and Work- Integrated Learning: Some Synthesising Reflections." Australian Journal of Career Development 18, no. 2 (July 2009): 64–65. http://dx.doi.org/10.1177/103841620901800211.
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Layton, Rebekah L., V. Scott H. Solberg, Arthee E. Jahangir, Joshua D. Hall, Christine A. Ponder, Keith J. Micoli, and Nathan L. Vanderford. "Career planning courses increase career readiness of graduate and postdoctoral trainees." F1000Research 9 (February 3, 2022): 1230. http://dx.doi.org/10.12688/f1000research.26025.2.
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Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.
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Layton, Rebekah L., V. Scott H. Solberg, Arthee E. Jahangir, Joshua D. Hall, Christine A. Ponder, Keith J. Micoli, and Nathan L. Vanderford. "Career planning courses increase career readiness of graduate and postdoctoral trainees." F1000Research 9 (October 13, 2020): 1230. http://dx.doi.org/10.12688/f1000research.26025.1.
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Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.
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Ismail, Azman, Nurrul Adnan, and Rizal Bakar. "Perceived career development support in workplace career programme." Ekonomski anali 59, no. 201 (2014): 157–75. http://dx.doi.org/10.2298/eka1401157i.
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This study aims to quantify the relationship between the workplace career programme, perceived career development support, and job satisfaction. The survey method was employed to gather self-reported questionnaires from employees who work at a defence-based higher learning institution in Malaysia. The outcomes of SmartPLS path model analysis showed two important findings: first, the relationship between career planning and career management was positively and significantly correlated with job satisfaction. Second, the relationship between perceived career development support was positively and significantly correlated with job satisfaction. This finding confirms that perceived career development support does act as an important mediating variable in the relationship between workplace career programme and job satisfaction in the organizational sample. This study includes a discussion, implications, and a conclusion.
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Gong, Rueywei, Shih-Ying Chen, and Shin-Lung Lee. "Does Mentoring Work? the Mediating Effect of Mentoring in China." Social Behavior and Personality: an international journal 39, no. 6 (October 1, 2011): 807–24. http://dx.doi.org/10.2224/sbp.2011.39.6.807.
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Researchers have found that mentoring can impact protégés' career outcomes positively or negatively. In this study we explored the mediating effect of mentoring on the relationship between personal learning and career development in Chinese enterprises. Data from 316 employees of Chinese enterprises were collected and analyzed to measure the impact of their personal learning on career development. It was found that personal learning and mentoring had a significantly positive impact on career development. Mentoring mediated the relationship between personal learning and career development. We, therefore, suggest that, when promoting career development benefits, enterprises should enhance the positive effects of personal learning and career development through mentoring mechanisms.
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Muhammad Husin, Ganefri, Ambiyar, and Krismadinata. "Learning Styles Towards Entrepreneurship Learning Outcomes and Career Development: A Structural Equation Model Analysis." Jurnal Iqra' : Kajian Ilmu Pendidikan 7, no. 2 (September 23, 2022): 29–45. http://dx.doi.org/10.25217/ji.v7i2.2636.
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Learning styles play an important role in improving entrepreneurial learning outcomes and career development. Information processing and understanding of a theory will be well absorbed with the application of the right learning style. This research was conducted to determine the extent of the influence of the application of learning styles on the learning outcomes of entrepreneurship and career development of electronic engineering students. The number of students selected as many as 212 people with the cluster random sampling method. Data was collected through a questionnaire using a Likert scale. Testing of learning style variables using Explanatory Factor Analysis (EFA) and seeing the validity of the indicators of each variable using Confirmatory Factor Analysis (CFA). Testing of latent hypotension between variables was carried out using SEM. The results showed that outer loading, Cronbach alpha, composite reliability, AVE were valid and reliable. This means that the instrument used is valid and reliable. There is a positive relationship between structural predictor models; learning style affects the learning outcomes of entrepreneurship and career development. There is a mediating influence of entrepreneurial learning outcomes on the relationship between learning styles and career development. To achieve optimal entrepreneurship learning outcomes and career development, it is necessary to apply the right learning style. Keywords: Learning Style, Entrepreneurship Learning Outcomes, Equation Model Analysis
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McMahon, Mary, and Mark Watson. "Career development learning in childhood: a critical analysis." British Journal of Guidance & Counselling 50, no. 3 (May 4, 2022): 345–50. http://dx.doi.org/10.1080/03069885.2022.2062701.
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Marshall, Michael J., W. Patrick Haun, and Ronald G. Ramke. "A College Level Experiential Learning Career Development Curriculum." Journal of Experiential Education 12, no. 2 (August 1989): 37–40. http://dx.doi.org/10.1177/105382598901200207.
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Valickas, Andrius, Rasa Pilkauskaite Valickiene, and Zygimantas Grakauskas. "Career Development and Learning in the Civil Service." Procedia - Social and Behavioral Sciences 191 (June 2015): 413–17. http://dx.doi.org/10.1016/j.sbspro.2015.04.347.
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Singh, Nishant, Uma Warrier, and Teena Bharti. "Emotional intelligence strategies to achieve subjective career success: implications for learning and development in knowledge industry." Development and Learning in Organizations: An International Journal 34, no. 3 (December 16, 2019): 23–26. http://dx.doi.org/10.1108/dlo-10-2019-0229.
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Purpose This paper exemplifies the role of emotional intelligence (EI) achieving subjective career success in the global knowledge industry. Design/methodology/approach Discussion based on the literature, report, and industry experts. Findings EI can be used as an effective tool to influence the attributes of subjective career success such as job satisfaction, new skill acquisition, work-life balance, healthy relationship with peers and pride in work. Employees feel empowered and successful in their careers if their social ability, emotionality, self-control, well-being and, expressed behavior are properly taken care of by their organizations. Originality/value This paper introduces a new factor expressed behavior in EI model and suggests various strategies to enhance EI and achieve subjective career success in the knowledge industry.
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Ashriyana Sulistiobudi, Rezki, and Lucia Voni Pebriani. "EFEKTIVITAS CAREER DEVELOPMENT LEARNING PROGRAM UNTUK MEMPERSIAPKAN EMPLOYABILITY DEVELOPMENT PADA SISWA SMK." Journal of Psychological Science and Profession 2, no. 3 (December 3, 2018): 229. http://dx.doi.org/10.24198/jpsp.v2i3.19466.
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Sekolah vokasi diharapkan dapat menjadi salah satu alternatif untuk bisa membantu memangkas tingkat pengangguran di Indonesia. Program revitalisasi dan berbagai kebijakan yang dilakukan masih belum cukup signifikan untuk meningkatkan kemampuan kerja lulusan. Dalam konsep employability development, kemampuan kerja lulusan perlu dipersiapkan sejak dini dengan dasar penetapan arah karir yang matang. Melalui career development learning dengan tahapan dasar yaitu membangun self awareness dan opportunity awareness, maka disusunlah sebuah program yang terdiri dari berbagai aktivitas yang disebut Career Development Learning Program. Sebanyak 26 orang peserta yang berasal dari salah satu SMK di Jatinangor berpartisipasi dalam program ini. Berdasarkan hasil analisa, terdapat peningkatan self awareness yang signifikan pada siswa. Pasca program, peserta juga mengalami peningkatan upaya dalam career self exploration untuk membangun opportunity awareness mengenai dunia kerja. Hal ini menjadi tahapan kritis untuk menentukan aktivitas-aktivitas relevan yang dapat berkontribusi pada pengembangan employability siswa selama dipersiapkan di jenjang sekolah.
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Lindstrom, Lauren E., and Michael R. Benz. "Phases of Career Development: Case Studies of Young Women with Learning Disabilities." Exceptional Children 69, no. 1 (October 2002): 67–83. http://dx.doi.org/10.1177/001440290206900105.
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This study investigates the career development process for young women with learning disabilities. Case study methodology was utilized to understand the key elements influencing career choices for young women with learning disabilities who had graduated from high school and entered the workforce. Case study findings revealed three distinct phases of career development that were labeled (a) unsettled, (b) exploratory, and (c) focused. Phases of career development varied along two dimensions—stability of employment and clarity of career goals. Key elements that seemed to influence the phases of career development included individual motivation and personal determination, family support and advocacy, opportunities for career exploration, on-the-job or postsecondary vocational training, and supportive work environments.
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Proctor, Jenni. "Integrating Career Education in a Primary School." Australian Journal of Career Development 14, no. 3 (October 2005): 13–17. http://dx.doi.org/10.1177/103841620501400304.
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Career education concepts have been integrated into the curriculum at a primary school in Brisbane. Essential elements of relevant syllabus documents were identified and used as the basis of planned career education strategies. The existing curriculum was examined in the light of career competencies. All career-related learning that had already formed part of the education experience of the students was identified and grouped under the three main areas of competencies of the Australian Blueprint for Career Development. A three-year program of annual career days has been implemented, with a strong curriculum basis to enhance the children's understanding as they learn about different careers. By integrating career development competencies into the school curriculum, teachers, parents and students have embraced career education.
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Dyer, Suzette, Heather Lowery-Kappes, and Fiona Hurd. "Moving critical management education to praxis: integrating professional services within the critical classroom." Journal of Work-Applied Management 13, no. 1 (February 12, 2021): 19–35. http://dx.doi.org/10.1108/jwam-10-2020-0042.
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PurposeThis paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.Design/methodology/approachWe detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.FindingsStudents found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.Originality/valueOur experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.
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Basuki, Basuki, and Rahmi Widyanti. "Enhancing The SME’s Employee Careers Development: The Role of Organizational Learning." At-Tadbir : jurnal ilmiah manajemen 6, no. 2 (August 2, 2022): 144. http://dx.doi.org/10.31602/atd.v6i2.7198.
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An organization can grow quickly if it has a good knowledge culture. Employees are organizational assets that need their career development. Career development can only be ensured if the organization has a learning culture. This study examines and analyzes Employee Career Development through Organizational Learning Culture, Career Planning, and Career Management. This research was conducted on MSME employees with 259 respondents who gave answers collected from 60 MSMEs in the city of Banjarmasin. Data analysis using Structural Equation Modeling (SEM) with AMOS software. The study results found that there was a direct positive relationship between variables with different degrees of intensity. Empirically the four hypotheses have been proven, as well as there is a positive indirect relationship between the variables, proving the fifth hypothesis.
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Margherio, Cara, M. Claire Horner-Devine, Sheri J. Y. Mizumori, and Joyce W. Yen. "Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program." CBE—Life Sciences Education 15, no. 3 (September 2016): ar49. http://dx.doi.org/10.1187/cbe.16-01-0058.
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BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences.
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Zavyalova, Elena K., and Maria S. Tamontseva. "An interdisciplinary approach to evaluating the effectiveness of postgraduate education (MBA)." Russian Management Journal 19, no. 2 (2021): 127–50. http://dx.doi.org/10.21638/spbu18.2021.201.
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This article is devoted to the problems of additional professional education in Russia. The results of an exploratory research are presented, the purpose of which was to identify subjective and objective learning factors associated with the development of business careers of graduates of MBA programs. The role of subjective (usefulness of knowledge, business connections) and objective (academic performance) learning factors in the development of a business career is evaluated. The obtained data confirm the validity of using the intelligent career model to analyse the features of the professional actualization of graduates after graduation. The importance of subjective criteria for evaluating the usefulness of the acquired knowledge for both objective (change in income, status) and subjective (satisfaction with the ratio of resource and result) career success is noted. It is shown that academic performance is not related to objective criteria of business career development. It is revealed that the form of employment (entrepreneur or corporate employee) is associated with subjective attitude to knowledge assets and with career development after obtaining an MBA degree.
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Montepare, Joann M., and Laura K. Donorfio. "INTEREST GROUP SESSION—INTERGENERATIONAL LEARNING, RESEARCH, AND COMMUNITY ENGAGEMENT: USING INNOVATIVE INTERGENERATIONAL STRATEGIES TO BOOST CAREERS IN AGING." Innovation in Aging 3, Supplement_1 (November 2019): S567—S568. http://dx.doi.org/10.1093/geroni/igz038.2098.
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Abstract Populations are aging dramatically, and call for higher education to be more age-friendly and pave the way for career paths in aging. The Careers in Aging Week (CIAW) program sponsored annually by the Academy for Gerontology in Higher Education (AGHE) of GSA has been a core stimulus for building career interest – however, more could be done to strengthen and invigorate this effort. This symposium will show how intergenerational exchange can be used to mount interest in careers in aging and create new pipelines to gerontology programs in higher education. Examples of innovative approaches will demonstrate how career information can be communicated to students in more creative and compelling ways. The first paper will set the stage with an evidence-based overview of emerging areas for career development, and a presentation of career planning models to aid student understanding as to how to make aging career decisions. Two presentations will then focus on different aging-workforce initiatives aimed at building educational pipelines that connect high-school students with college students studying gerontology. In addition to highlighting the oft-overlooked population of high school students, attention will be given to the importance of including minority student populations in career development efforts. The final paper will describe the utility of broader intergenerational strategies that build bridges across students, educators, aging professionals, and community collaborators via campus career events. The discussant will bring these efforts together with an intergenerational programming lens that higher education can use to amplify awareness about the wide-range of career opportunities aging offers.
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Sánchez, Nelson F., Norma Poll-Hunter, Dennis J. Spencer, Elizabeth Lee-Rey, Andreia Alexander, Louisa Holaday, Maria Soto-Greene, and John P. Sánchez. "Attracting Diverse Talent to Academia." Journal of Career Development 45, no. 5 (May 24, 2017): 440–57. http://dx.doi.org/10.1177/0894845317709997.
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Women and underrepresented racial/ethnic minority faculty (URM) are critical to developing inclusive learning environments. Career counselors can benefit from understanding the factors influencing women’s and URMs’ interest in academic careers, as this population remains markedly underrepresented in academic medicine. A mixed methods study was conducted among medical students and residents yielding 643 survey and 121 focus group participants. Participants were diverse by gender and race/ethnicity. Themes included (a) factors influencing career interest, (b) influential others, (c) timing of career interest, and (d) career expectations. Findings show differences among women, URM, and dominant-identity groups. Implications include how career development programs and institutional diversity policies and practices should consider developing and offering activities that support (a) mentoring—especially for women trainees, (b) learning how to align academia and community engagement and scholarship—especially for URM trainees, and (c) senior leadership development support for women and URM trainees.
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Glancy, Graham, and Daniel Miller. "Greats: Learning Strategies of Master Forensic Psychiatrists." International Journal of Risk and Recovery 4, no. 1 (May 5, 2021): 43–50. http://dx.doi.org/10.15173/ijrr.v4i1.3911.
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For forensic psychiatry to thrive as a profession, practitioners need to be committed to intentional, continuous learning and development throughout their careers. However, carving their way through the challenges of practice and finding room to grow can be daunting. Research can help lessen this burden by examining the careers of experienced and skilled practitioners, identifying the factors that influenced their development, and the strategies they used to direct it. To date, little research of this kind has been conducted in forensic psychiatry. In this study, we used the deliberate practice model of elite performance as a heuristic to interpret the accounts of several experienced and distinguished practitioners, revealing and characterizing the influences and activities they identify as having been most important to their development. Semi-structured telephone interviews were conducted with six participants from across North America who started their forensic careers between 1965 and 1980. Transcripts were analyzed using directed content analysis. Participants cited little in the way of highly structured activities designed specifically to improve performance. They instead described using opportunities to learn from real casework and additional knowledge pursuits, as well as using deliberate career management to structure the conditions of their work-based learning. They also stressed the effect of entering forensic practice during a period of increasing interest, demand and investment, which yielded early opportunities to learn through practice. We discuss limitations in the deliberate practice model’s capacity to capture key learning strategies in forensic psychiatry, connections between work-based learning and the discipline’s general historical trajectory, and the role of career management in professional development strategies.
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Teychenne, Megan, Shannon Sahlqvist, Danielle Teychenne, Susie Macfarlane, Phillip Dawson, and Sarah Costigan. "The development of a tailored, career-focused interactive online learning tool for physical activity and health students: A pilot study." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (April 12, 2017): 60–73. http://dx.doi.org/10.21153/jtlge2017vol8no1art596.
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Students enrolled in university courses often lack knowledge of potential jobs and career paths they can take, which can inhibit their ability to plan, job seek and make decisions about their careers, and negatively impact on their ability to gain employment. To address this problem we developed and piloted a tailored, career-focused interactive online learning tool for public health and exercise science students, based on constructs of Savickas’ (2005) theory of career construction. This paper reports a mixed-methods study to understand student experiences of using that tool, and their perception of how well it prepared them for career planning. Twenty-two second-year students completed an online survey using both qualitative and quantitative methods to assess the perceived feasibility and acceptability of the interactive online learning tool. Descriptive (for quantitative data) and inductive content analyses (for qualitative data) were performed. Most students (86%) indicated that they would use the tool again. All students reported that the tool was user-friendly, engaging and informative and provided them with jobs that matched their personal and work-related skills and strengths. Qualitative data reflected these findings and identified seven key themes, including: value, career exploration, design, and tailoring, with themes partly reflecting components of Savicka’s theory. The tailored, career-focused interactive online learning tool was perceived to be a feasible and effective strategy to support university students in their career planning and job seeking behaviours prior to graduation. These findings can be used to inform and refine the development of career-focussed tools for students undertaking other University courses.
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Benton, Paula. "Career development learning in higher education: how authentic work experiences and opportunities for career exploration can increase self-efficacy and inform career identity." Journal of the National Institute for Career Education and Counselling 34, no. 1 (April 1, 2015): 40–47. http://dx.doi.org/10.20856/jnicec.3407.
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A recent study suggests that enhancing career development is a key motivator for students entering university (Kandiko & Mawer, 2013). This article discusses the place of career development learning within the ‘employability’ agenda. It draws upon social learning and constructivist theories of career development in a qualitative case study exploring undergraduate students’ experiences of placements in relation to their career development learning and employability. Findings suggest significant value in providing authentic work experiences and opportunities for career exploration (to ‘broaden their horizons’ rather than narrowing down choices) to inform career identities and increase self-efficacy and motivation.
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Manoogian, Margaret M. "PROMOTING EFFECTIVE CAREER DEVELOPMENT IN GERONTOLOGY THROUGH APPLIED INTERGENERATIONAL PROGRAMS." Innovation in Aging 3, Supplement_1 (November 2019): S568. http://dx.doi.org/10.1093/geroni/igz038.2099.
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Abstract With the rise in global older adult populations, university programs need to produce an effective, gerontology-trained workforce (Silverstein & Fitzgerald, 2017). Career decision-making involves interactive learning (Super, 1990), as adults explore career options, engage in career learning, and understand curriculum integration within professional settings (Savickas, 2013). Gerontology faculty can utilize career planning models that integrate intergenerational engagement within the curriculum to aid student career decisions (Reardon, Lenz, Peterson, & Sampson, 2012). This paper provides an overview of a career planning model and highlights the ways intergenerational programs can be intentionally staged in research, service, and extracurricular domains to promote career planning and success in post-graduate employment. Data from our recent gerontology alumni survey including graduates since the program inception will be outlined to support the importance and success of developing strong applied intergenerational career programs in gerontology.
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Keck Frei, Andrea, Mirjam Kocher, and Christine Bieri Buschor. "Second-career teachers’ workplace learning and learning at university." Journal of Workplace Learning 33, no. 5 (January 11, 2021): 348–60. http://dx.doi.org/10.1108/jwl-07-2020-0121.
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Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.
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Gong, Rueywei, Shih-Ying Chen, and Min-Lang Yang. "Career Outcome of Employees: The Mediating Effect of Mentoring." Social Behavior and Personality: an international journal 42, no. 3 (April 15, 2014): 487–501. http://dx.doi.org/10.2224/sbp.2014.42.3.487.
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Mentoring is a crucial aspect of personal learning and is an effective approach for forwarding career development. In this study we examined the mediating effect of mentoring systems on the relationship between personal learning and career outcome of employees in Taiwanese companies. Using a survey conducted with 246 employees, we analyzed the effect of personal learning on career outcome. The results showed that employees' personal learning and mentoring had a significant positive effect on their career development. Further analysis demonstrated that mentoring mediated the effect between personal learning and career outcome. In conclusion, mentoring mechanisms can have a sustained influence on personal learning and career outcome.
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Watson, Mark, and Mary McMahon. "Critical perspectives on childhood career development learning: expanding horizons." British Journal of Guidance & Counselling 50, no. 3 (May 4, 2022): 474–80. http://dx.doi.org/10.1080/03069885.2022.2063255.
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Vickers, Anne. "New open learning programme on personal and career development." Open Learning: The Journal of Open, Distance and e-Learning 8, no. 1 (February 1993): 54–57. http://dx.doi.org/10.1080/0268051930080113.
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Thomson, Alison. "Embedding an Online Career Development Program into Student Learning." Australian Journal of Career Development 19, no. 3 (October 2010): 6–14. http://dx.doi.org/10.1177/103841621001900303.
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Panagos, Rebecca J., and David L. DuBois. "Career Self-Efficacy Development and Students With Learning Disabilities." Learning Disabilities Research and Practice 14, no. 1 (January 1999): 25–34. http://dx.doi.org/10.1207/sldrp1401_3.
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Vaughan, Karen. "Learning Workers: Young New Zealanders and Early Career Development." Vocations and Learning 3, no. 2 (June 2, 2010): 157–78. http://dx.doi.org/10.1007/s12186-010-9039-0.
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ROSENTHAL, IRWIN. "A Career Development Program for Learning Disabled College Students." Journal of Counseling & Development 63, no. 5 (January 1985): 308–10. http://dx.doi.org/10.1002/j.1556-6676.1985.tb00666.x.
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Keumala, Elsa, Juntika Nurihsan, and Amin Budiamin. "The Development of Career Learning Program with Modeling Technique to Improve Student Career Awareness." Islamic Guidance and Counseling Journal 1, no. 2 (June 30, 2018): 53. http://dx.doi.org/10.25217/igcj.v1i2.270.
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The research is based on the lack of career students awareness in the elementary school. Focus on this research is the development of career guidance program with modeling technique to improve career awareness of student. The purpose of this study is to generate career guidance program with modeling technique to improve student career awareness. Research and development approach conducted through several steps, namely: needs assessment, program planning, implementation of program, evaluation, and follow-up. The data analysis technique was used Paired sample t-test to determine the impact of the program. The participant is the student at the fifth grade Al-Fityan elementary school Aceh in the year 2017/2018 which selected using purposive sampling. The self-developed career awareness instrument designed in the Likert scale with coefficient reliability 0,800. The finding of a research states that main indicator of the successful program evaluation is the improvement of the level of career awareness. This research concludes that the program of the career guidance using the modeling technique is effective to improve the awareness of student career.
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Dean, Bonnie Amelia, Sarah Ryan, Tracey Glover-Chambers, Conor West, Michelle J. Eady, Venkata Yanamandram, Tracey Moroney, and Nuala O’Donnell. "Career development learning in the curriculum: What is an academic’s role?" Journal of Teaching and Learning for Graduate Employability 13, no. 1 (November 24, 2022): 142–54. http://dx.doi.org/10.21153/jtlge2022vol13no1art1539.
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Career development learning (CDL) is an approach to developing student employability that enables students to reflect on and plan their future careers through engaging in activities outside or within their degree. Building on literature arguing for the benefits of integrating CDL within curriculum, this study examines academics’ perceived roles facilitating CDL. Informed by the principles and processes of Interpretive Phenomenological Analysis (IPA), 55 academics were interviewed from one institution, enabling responses to be examined through a common lens of teaching, policy and governance structures. Findings demonstrate that while some participants broadly understood the value of CDL, the term CDL is not well known. Further, while CDL strategies within teaching contexts occur, they are mostly unplanned or dialogic. This paper presents a taxonomy of current practice, featuring 11 diverse roles for facilitating CDL within curriculum grouped as absent, implicit and explicit approaches. The paper offers recommendations for a university-wide agenda for employability that features CDL strategies embedded across core curricula.