Relevant bibliographies by topics / Career step

Academic literature on the topic 'Career step'

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

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Journal articles on the topic "Career step"

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Ridgway, Maranda. "Taking a Step Back? Expatriation Consequences on Women in Dual-Career Couples in the Gulf." Merits 1, no. 1 (June 21, 2021): 47–60. http://dx.doi.org/10.3390/merits1010006.

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This article develops our understanding of how host country contextual features affect the career coordination strategies of dual-career couples (DCCs) from the perspective of expatriate women. The lived experiences of nine women expatriates in the Gulf Cooperation Council (GCC) were explored through in-depth interviews. The findings challenge our understanding of the coordinated career strategies of DCCs by suggesting that sociocultural features of the host country context can hamper egalitarian career strategies such that they become hierarchical and subsequently negatively impact women expatriates’ career capital. Not only are women’s careers hampered while in the GCC, but the contextual setting has a long-term adverse effect on women’s career capital. The main results from this study suggest that sociocultural features of the host country setting, such as the inability to access professional networks due to gendered segregation, prevent women’s careers from being prioritised and force a ‘tipping point’, creating a lag in women’s careers and negatively impacting their career capital.
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Gardner, J. "Step by step to an IS career." Computer Bulletin 41, no. 2 (March 1, 1999): 20–21. http://dx.doi.org/10.1093/combul/41.2.20.

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Newell, Mi'Kayla, and Paul Ulrich. "Competent and Employed: STEM alumni perspectives on undergraduate research and NACE career-readiness competencies." Journal of Teaching and Learning for Graduate Employability 13, no. 1 (August 7, 2022): 79–93. http://dx.doi.org/10.21153/jtlge2022vol13no1art1534.

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There have been large increases in the number of STEM graduates in the United States, but the majority of growth in non-healthcare, career opportunities are limited to computer specialists and engineering. Thus, two challenges await STEM students upon graduation: strong competition and employer concerns that applicants lack general competencies and work experience. Universities have responded to employer concerns with initiatives to enhance career readiness by embedding sets of competencies throughout curricula. However, these competencies have not been situated in STEM contexts and are derived largely from surveys of representatives from large companies who are unfamiliar with the job requirements specific to STEM positions. The current study uses a mixed methods approach as a first step to investigate the National Association of Colleges and Employers Career-Readiness Competencies in STEM with alumni who have participated in UREs and are currently employed in STEM careers. We propose that institutions can simultaneously situate skill development in STEM and provide meaningful, work-like experience through undergraduate research experiences (UREs). Findings demonstrate that UREs provide a fertile ground for the integration of career related competencies into undergraduate curricula and suggest institutions should strategically implement career-readiness competencies that reflect the priorities of STEM employers. Keywords: STEM, career readiness, NACE competencies, alumni, undergraduate research experiences, employment
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Richards, Janet. "First step on career ladder." Nursing Standard 21, no. 51 (August 29, 2007): 61. http://dx.doi.org/10.7748/ns.21.51.61.s53.

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Salo, Markus. "Career Transitions of eSports Athletes: A Proposal for a Research Framework." International Journal of Gaming and Computer-Mediated Simulations 9, no. 2 (April 2017): 22–32. http://dx.doi.org/10.4018/ijgcms.2017040102.

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eSports has boomed, the number of eSport athletes has grown rapidly, and many teenagers aspire to a have career in eSports. However, eSports athletes' careers involve many problems, such as career-entry difficulties, straining life habits, burnout, premature retirement, and post-career dilemmas. Despite a growing research interest in eSports, a void of knowledge exists regarding eSports athletes' career aspects. To address the gap in research, this paper aims to take an initial step by proposing a framework for eSports athletes' career transitions. The framework combines two approaches from sport psychology and sport literature. The framework can help eSports athletes, coaches, and other stakeholders have and maintain long-lasting and healthy careers.
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Iellatchitch, Alexander, Wolfgang Mayrhofer, and Michael Meyer. "Career fields: a small step towards a grand career theory?" International Journal of Human Resource Management 14, no. 5 (August 2003): 728–50. http://dx.doi.org/10.1080/0958519032000080776.

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Popat, R. "Portfolio Development for Foundation Doctors – Step® Foundation Day 1." Bulletin of the Royal College of Surgeons of England 92, no. 9 (October 1, 2010): 302–3. http://dx.doi.org/10.1308/147363510x12718607433035.

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The careers of foundation-year doctors since the advent of Modernising Medical Careers (MMC) have significantly differed from those of our predecessors. Long gone are the days when doctors could spend a few years plying their trade as senior house officers in different subspecialties, taking their time to develop an extensive skill set before finally settling on the area in which they wished to forge their career.
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Djamilah, Siti. "DAMPAK GENDER PADA KARIR: KAJIAN KARIR PLATEAU DAN STRATEGI KARIR." Media Mahardhika 19, no. 2 (January 30, 2021): 300–315. http://dx.doi.org/10.29062/mahardika.v19i2.255.

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This study examined plateau career differences and career strategies between men and women. In addition, this study examines the influence of plateau promotion rules. The research sample was employees in the administration of manufacturing companies in Surabaya and Sidoarjo. Of the 200 questionnaires distributed to employees, who returned 188 questionnaires and only 173 questionnaires that could be used. The next step, the researchers tested the validity and reliability of variables: plateau careers, career strategies and the rule of promotion. Test results show valid and reliable results. Analysis techniques using independent sample t test. In addition, this study uses simple regression analysis techniques to test the effect of the promotion rules on plateau careers. The results of the independent t-test showed that the plateau career between male and female employees was not different. But career strategies between men and women are different. In addition, the results of simple regression indicate that the influence of the promotion rules on plateau careers was supported.
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Wissinger, Christina L., and Kat Phillips. "It’s Not Where You Start or Where You Finish - It’s How You Get There." Pennsylvania Libraries: Research & Practice 9, no. 2 (December 6, 2021): 74–78. http://dx.doi.org/10.5195/palrap.2021.260.

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A career in librarianship may start in a library science master’s program, but the path to and/or between career opportunities builds and shifts with time. This commentary discusses the career paths followed by two librarians who each attended the same master’s program and are currently both health science librarians at the same institution. While these similarities exist, the unique journeys each followed have helped to shape their approaches to their current jobs, roles within their careers, and their approaches to librarianship. From library school and first jobs, to current positions, this piece discusses how every step along the way has had a lasting impact on the authors’ careers.
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Theodora, Berta Dian, Siti Martiah, and Ria Rahma Yanti. "INTERNAL FACTOR THAT INFLUENCE CAREER READINESS." Asia Proceedings of Social Sciences 4, no. 3 (June 4, 2019): 106–8. http://dx.doi.org/10.31580/apss.v4i3.773.

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Everyone prepares to enter any job as quickly as possible and this is the main focus of many people, rather than ensuring that they choose and have a sustainable job that offers opportunities to progress and follow their interests and abilities. Career life is related to the development of personal life and is part of the success of life, so that everyone's career life must be carefully prepared. Individual readiness in careers starts with exploration, preparation, and planning. The research conducted shows the results that the three tested variables have a positive effect on one's career readiness. self-concept factors affect 10.8%, self-interest in careers affects 32.4% and learning motivation is 17.6%. The biggest factor that influences is interest, when students have interests and have chosen their career choices, students will explore, prepare and plan every step that needs to be taken to achieve the expected career.
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Dissertations / Theses on the topic "Career step"

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Prasad, Vandita. "Designing and Implementing an Evaluability Assessment of a Career-Technical Education Program as the First Step towards Validating Program Effectiveness: A Case Study of Toledo Technology Academy." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493376254695467.

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Newton, Sunni Haag. "Gender differences in STEM academic career paths." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49095.

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An investigation of several potential explanatory factors underlying the discrepant gender distributions within STEM (science, technology, engineering, and math) field positions across different higher education institution types was undertaken. Data collection consisted of a main online survey of a nationally representative sample of STEM faculty members from a variety of institution types (N = 4, 195) and a follow-up survey of a subset of main survey respondents (N = 712). Regression analyses were conducted to assess predictors of initial job preference, work hours, and WFC (work-family conflict). Family friendliness ratings of research jobs, work centrality, and rated importance of the family friendliness of various jobs during one’s initial job search predicted initial job preferences and displayed significant gender differences, so these variables are supported as explanatory factors underlying the discrepant gender distributions across institution types. In predicting work hours, the presence of dependent children was associated with significantly reduced work hours among women but not among men. Workload emerged as the only consistent significant predictor of WFC. Comparisons of respondents employed at research-focused and teaching-focused institutions revealed nonsignificant or smaller than expected differences in workload, WFC, and work centrality. These findings run counter to reported faculty beliefs that jobs at teaching-focused institutions are more family friendly than those at research-focused institutions. Women reported adjusting their work goals and habits in order to accommodate their family goals, and vice versa, more frequently than did men. Women frequently reported heightened commitments to their families, relative to those reported by men, although in some cases the predicted gender differences were not observed or were of smaller magnitude than was expected. Analyses were conducted separately for two cohort groups created by splitting the sample at year in which PhD was earned. These two cohort groups differ in meaningful ways with respect to the relationships among the variables under investigation, such that many observed gender differences were isolated to, and/or were stronger within, the group of earlier PhD earners as compared to the group of later PhD earners. These results highlight how and why male and female faculty members differ in their early career planning decisions and their behaviors and adjustments within the context of their STEM higher education career paths.
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Hart, Shuniqua Michelle. "Rural Science Teachers' Intentions of Integrating STEM Career-Related Lessons." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5718.

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Researchers have shown rural elementary and middle-grade science teachers' inability to integrate STEM career-related lessons into their curricula despite engagement in professional development linked to the teachers' intent-driven beliefs. Researchers, however, have not investigated the influence of intentions on teachers' abilities to integrate STEM career-related lessons into science instruction. The purpose of this transcendental phenomenological study was to understand how intentions impacted rural elementary and middle-grade teachers' ability to integrate STEM career-related lessons during science instruction. Guided by Ajzen's (1988) theory of planned behavior, this study was designed to examine teachers' intentions to integrate STEM career-related lessons during science instruction and the underlying causes of such intentions. In this transcendental phenomenological study, reflective journal entries and interview data were collected through purposeful sampling of 10 rural elementary and middle-grade science teachers. Data were analyzed using a modification of the Van Kaam method of analysis. Findings showed that teachers intended to regularly integrate STEM career-related lessons, but needed more support from their administrators, colleagues, and community partners in fulfilling their intents to integrate STEM career-related lessons. Additional studies are needed for an increased understanding of how teachers in rural areas intend to integrate STEM career-related lessons amid challenges rural teachers face. This study may be of benefit to administrators and teachers who want to unite efforts in constructing a positive climate of integrating STEM career-related lessons during science instruction.
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Peterson, Bryanne. "Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/94557.

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The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase "opportunities for young Americans to gain strong STEM skills" (Office of Science and Technology Policy, 2013, p.1). Economically, these skills expand beyond those that make good doctors, professors, and engineers; there is a world of jobs going unfilled because our students are graduating without the skills or knowledge that such opportunities exist. To increase the future STEM workforce, we first need to increase student awareness of a variety of STEM careers early on (Tai et al., 2006). Career decisions are being made by students as early as middle school (Tai et al., 2006); and very little if any STEM career exploration is occurring before high school. This lack of early exposure to STEM career options means that students are likely making decisions about career choices without accurate information; choosing a path before knowing about all the options. This research is broken into two manuscripts; the first of which examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. It found that there is an upward trend in career interest with the use of these curriculum treatments, but it is not a significant change, likely due to the short time period of the unit and/or small n. The second manuscript examined the effect of a design-based learning curriculum treatment implementation for a single unit on Radford City Schools fifth-grade students' STEM attitudes and interest in STEM careers through a pre/post design. The study showed statistically significant growth in overall STEM attitudes and within the science subtest specifically. Career interest in the general field of science showed a significant increase, while a change of interest in specific career areas was not statistically significant. Collectively, this research serves as a foundation for the effectiveness of having career awareness and career exposure opportunities built into active learning instruction, which does not occur currently. Built on secondary principles, but at a level appropriate for elementary students, using active learning opportunities with embedded career connections has the potential to be an effective solution to students' premature exclusion of STEM-related study and work options identified in the literature. Through preliminary exposure to this unique combination at the elementary level, a stronger foundation can be built for both ability and interest in STEM.
Ph. D.
The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase “opportunities for young Americans to gain strong STEM skills” (Office of Science and Technology Policy, 2013, p.1). Economically, these skills expand beyond those that make good doctors, professors, and engineers; there is a world of jobs going unfilled because our students are graduating without the skills or knowledge that such opportunities exist. To increase the future STEM workforce, we first need to increase student awareness of a variety of STEM careers early on (Tai et al., 2006). Career decisions are being made by students as early as middle school (Tai et al., 2006); and very little if any STEM career exploration is occurring before high school. This lack of early exposure to STEM career options means that students are likely making decisions about career choices without accurate information; choosing a path before knowing about all the options. This research is broken into two manuscripts; the first of which examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. It found that there is an upward trend in career interest with the use of these curriculum treatments, but it is not a significant change, likely due to the short time period of the unit and/or small n. The second manuscript examined the effect of a design-based learning curriculum treatment implementation for a single unit on Radford City Schools fifth-grade students’ STEM attitudes and interest in STEM careers through a pre/post design. The study showed statistically significant growth in overall STEM attitudes and within the science subtest specifically. Career interest in the general field of science showed a significant increase, while a change of interest in specific career areas was not statistically significant. Collectively, this research serves as a foundation for the effectiveness of having career awareness and career exposure opportunities built into active learning instruction, which does not occur currently. Built on secondary principles, but at a level appropriate for elementary students, using active learning opportunities with embedded career connections has the potential to be an effective solution to students’ premature exclusion of STEM-related study and work options identified in the literature. Through preliminary exposure to this unique combination at the elementary level, a stronger foundation can be built for both ability and interest in STEM.
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Kendall, Katherine A. "STEM Vocational Socialization and Career Development in Middle Schools." Thesis, Trevecca Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620079.

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Economic forecasts predict an unprecedented shortage of STEM workers in the United States. This study examined the vocational anticipatory socialization factors and classroom stratagems influencing middle school students’ science, technology, engineering and mathematics (STEM) career development. Student attitudes towards STEM content areas and related career aspirations were measured. Parental, peer, media, out-of-school time activities and physical school environmental influences were examined along with teacher and school counselor capacities. The results showed middle schools were not actively engaging in STEM identity formation and career development practices nor were they providing out-of-school time STEM activities for their students. Parents, peers and the use of the online learning platform, Learning Blade did, however, have significant influences on students’ STEM career development.

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Turen, Ege. "Gender Identity in Career Decisions| Masculinity and Femininity in STEM and non-STEM fields." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10009328.

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The purpose of the present study is investigating whether gender identity (masculinity and femininity) has an effect on women?s career choices (STEM or non-STEM), and their person-environment fit, job satisfaction, and turnover intentions with their choices. One-hundred eight-two female employees recruited via Amazon?s Mechanical Turk and a snowball/network sampling strategy completed an online survey. The results supported that masculine females were more represented in STEM jobs. However, feminine females were not more represented in non-STEM jobs. Furthermore, results revealed that higher person environment fit resulted with higher job satisfaction and lower turnover intentions for female employees. However, there were no significant relationship between gender identity, and person-environment fit, job satisfaction, and turnover intentions. These results suggest that gender identity may affect female employees? career decisions, and their person-environment fit is important for their job satisfaction and turnover intentions.

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Ramlakhan, Nirmala. "A Comparative Investigation of Career Readiness and Decidedness in First Year STEM Majoring Students Participating in a STEM Mentoring Program Imbedded in a Living-Learning Community With Focused Data on Female STEM Students." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5447.

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Female mentoring success was investigated as an undergraduate intervention utilizing career development practices to reduce dysfunctional career thinking and STEM major retention in first year freshmen females within a living-learning community. Repeated measures MANOVAs and canonical correlations in the causal comparative research design evaluated mentoring's influence on first year females. Male voluntary participants (n = 126) formulated the comparison group, and female voluntary participants (n = 75) filled the treatment group. Repeated measure multivariate analyses of variances compared differences between the interaction of mentoring and gender over time on dysfunctional career thinking using two assessments: Career Thoughts Inventory (CTI) and Career Decision Scale (CDS) and their five subscales (decision-making confusion, commitment anxiety, external conflict, certainty and indecision). Canonical correlations analyzed the effect participation rates had on student change scores on the CTI and CDS, indicating mentoring intervention effects on reducing dysfunctional career thinking and decidedness. Conclusions included: (a) females had higher levels of dysfunctional career thinking than males; (b) overtime both groups decreased dysfunctional thoughts,and solidifying their STEM career choices; (c) females had reduced levels of career decidedness compared to males; (d) both groups increased certainty overtime, solidifying their STEM career choice, and (e) when the STEM career choice was made, female certainty was more solidified than males. The study adds to the career development research within STEM at the undergraduate level providing colleges and universities with a structured first year female mentoring program in STEM. The GEMS model may be ideal for colleges and universities utilizing living-learning communities to increase underrepresented female retention and those without STEM career planning courses.?
Ph.D.
Doctorate
Education and Human Performance
Education; Science Education
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Kinoshita, Timothy Jon. "An Exploration of the Enrollment and Outcomes of the Virginia Governor's STEM Academies." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99899.

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Although originally conceived as an educational intervention for at-risk students, modern career academies have expanded their scope to programs designed to promote critical thinking, problem solving, and analytical skills to be successful in an advanced career path. Through the integration of career and technical education courses and a rigorous, college preparatory academic curriculum, career academies serve as a key piece of a larger strategy for developing a well- prepared STEM workforce. This study focuses on the Virginia Governor's STEM Academies, a state-wide initiative containing programs designed to expand options for the general student population to acquire STEM literacy and other critical skills, knowledge and credentials that will prepare them for high-demand, high-wage, and high-skill careers. Currently, 22 Academies exist serving students across 36 Virginia School Divisions. Using educational administrative data housed within the Virginia Longitudinal Data System, I examined the Virginia Governor's STEM Academies regarding characteristics of student participation and the relationship between Academy participation and high school and postsecondary outcomes. Using multi-level regression modeling, I found that male students, Asian and Hispanic students, and non-economically disadvantage students have a higher rate of Academy participation. After matching students with propensity score matching on demographic and early academic characteristics, I find that Academy participants are more likely to take Algebra II at an earlier grade, enroll in more Career and Technical Education and dual enrollment courses, and declare a STEM major after enrolling at a postsecondary institution. This research provides a valuable new contribution to the study of career academies after such educational programs have undergone a paradigm shift to preparing students for high-demand, high-wage, and high-skill careers. By incorporating propensity score matching and multi-level regression model, I employ a statistically rigorous approach that can serve as important benchmarking of the enrollment and academic outcomes of the Virginia Governor's STEM Academies.
Doctor of Philosophy
Although originally conceived as an educational intervention for at-risk students, modern career academies have expanded their scope to programs designed to promote critical thinking, problem solving, and analytical skills to be successful in an advanced career path. Through the integration of career and technical education courses and a rigorous, college preparatory academic curriculum, career academies serve as a key piece of a larger strategy for developing a well- prepared STEM workforce. This study focuses on the Virginia Governor's STEM Academies, a state-wide initiative containing programs designed to expand options for the general student population to acquire STEM literacy and other critical skills, knowledge and credentials that will prepare them for high-demand, high-wage, and high-skill careers. Currently, 22 Academies exist serving students across 36 Virginia School Divisions. Using educational administrative data housed within the Virginia Longitudinal Data System, I examined the Virginia Governor's STEM Academies regarding characteristics of student participation and the relationship between Academy participation and high school and postsecondary outcomes. Using multi-level regression modeling, I found that male students, Asian and Hispanic students, and non-economically disadvantage students have a higher rate of Academy participation. After matching students with propensity score matching on demographic and early academic characteristics, I find that Academy participants are more likely to take Algebra II at an earlier grade, enroll in more Career and Technical Education and dual enrollment courses, and declare a STEM major after enrolling at a postsecondary institution. This research provides a valuable new contribution to the study of career academies after such educational programs have undergone a paradigm shift to preparing students for high-demand, high-wage, and high-skill careers. By incorporating propensity score matching and multi-level regression model, I employ a statistically rigorous approach that can serve as important benchmarking of the enrollment and academic outcomes of the Virginia Governor's STEM Academies.
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Lavorata, PhD Dr Reagan Lorraine. "Science Technology Engineering Math (STEM) Classes and Females' Career Choices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3353.

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Females have been discouraged from taking science, technology, engineering, and math (STEM) classes during high school and college, resulting in limited access to high-paying STEM careers. Therefore, these females could miss opportunities for these high-paying careers. The rationale of this research was to quantify the relationship between the number of STEM classes the sampled females took, the number of female role models they had during high school and college, their career choices, and salaries. The theoretical construct was based on Erikson's social developmental theory, which postulates a relationship between earlier life events and later life events, and Acker's masculinity theory, which postulates that females in traditionally male fields may be uneasy performing functions opposite to what they naturally perform. Key questions examined the relationships between STEM classes, role models, career choices, and salaries. The sample was a stratified random sample (n = 48) of female alumnae of 4 universities, born after 1980. Data were collected from a designed online instrument, validated by a pilot. The data were analyzed with a multiple regression and an analysis of variance. The findings revealed a significant relationship between the number of STEM classes, career choices and salary. However, there was no significance found between the numbers of role models, career choices and salary The implication for social change is that by making scholars in the fields of education and management aware about the relationship between the number of STEM classes taken, career choices, and salaries, females can be more encouraged to become interested in STEM courses earlier in life, making it more likely they will choose STEM careers This can be accomplished through scholarly journals, which hopefully will improve perceptions of the STEM abilities of females.
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Slaton, LaVonne. "STEM ENTREPRENEURS:EDUCATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) UNDERREPRESENTED MINORITIES (URM) AND NON-MINORITIES FOR JOB SATISFACTION AND CAREER SUCCESSSTEM Entrepreneurs Educating for Job Satisfaction and Career Success." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1522675787168487.

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Books on the topic "Career step"

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Imel, Susan. One-step career centers. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1999.

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The doom loop system: A step-by-step guide to career mastery. New York, N.Y., U.S.A: Viking, 1991.

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Gardner, John N. Step by step to college and career success. 3rd ed. Boston: Bedford/St. Martin's, 2010.

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Gardner, John N. Step by step to college and career success. 3rd ed. Boston: Bedford/St. Martin's, 2010.

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Gardner, John N. Step by step to college and career success. 3rd ed. Boston: Bedford/St. Martin's, 2010.

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Jerome, Jewler A., ed. Step by step to college and career success. [Southbank, Victoria], Australia: Thomson Wadsworth, 2006.

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Gardner, John N. Step by step to college and career success. 3rd ed. Boston: Bedford/St. Martin's, 2010.

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Gardner, John N. Step by step to college and career success. 5th ed. Boston: Bedford/St. Martin's, 2013.

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Barefoot, Betsy O. (Betsy Overman), 1944-, ed. Step by step to college and career success. 4th ed. Boston: Bedford/St. Martin's, 2011.

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Step by step to college and career success. 4th ed. Boston, Ma: Bedford/ St. Martin's., 2011.

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Book chapters on the topic "Career step"

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Moen, Phyllis. "Beyond Lock-Step Career Paths." In Berufsbiographien, 168–77. Wiesbaden: VS Verlag für Sozialwissenschaften, 2003. http://dx.doi.org/10.1007/978-3-663-09370-1_12.

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Durán-Ruiz, Michelle. "Step Out of the Box." In Forging a Rewarding Career in the Humanities, 15–22. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-845-9_2.

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Lowman, Rodney L. "Applying the interdomain model: A step-by-step process for integrating career assessment data." In Career assessment: Integrating interests, abilities, and personality., 407–27. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-019.

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Maria, Noor-ul-Huda, and Ahmed Ammar. "Harnessing Technology, A Step Forward to Become “Der Herr der Welt” of Neurosurgery." In Learning and Career Development in Neurosurgery, 405–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-02078-0_35.

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Luby, Stephen, and Dorothy L. Southern. "Introduction." In The Pathway to Publishing: A Guide to Quantitative Writing in the Health Sciences, 3–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98175-4_1.

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AbstractScientific writing is an essential skill for researchers. Scientific writing develops critical thinking, connects scientists’ results to global understanding, and identifies appropriate next questions to explore. However, there are several barriers to publishing: a lack of focus in framing the research question, difficulty in explaining why the study is important, inexperience in interpreting data and drawing out its implications, unfamiliarity with the requirements of scientific writing formats, and a lack of clarity and conciseness in the use of English language. The pathway to publishing describes a step-by-step process for early career researchers to progressively develop their scientific ideas into research projects and manuscripts that can be published in the international peer-reviewed literature.
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Checchi, Daniele, and Tindaro Cicero. "Is Entering Italian Academia Getting Harder?" In Teaching, Research and Academic Careers, 107–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_5.

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AbstractWhile a PhD degree is often considered the first necessary step to an academic career, since 2010 only a small fraction (less than 10%) of doctoral graduates obtained a position in academia within six years of the award of their degree. While we do not have information on their labour market outcomes, we can examine the determinants of this transition in order to study whether entry to an academic job is becoming more difficult. We merge three national administrative data archives covering completed doctoral degrees, postdoc collaborations and new hirings to academia (mostly assistant professor level). We find a decline in appointment probability after 2010, due to the hiring freeze imposed by fiscal austerity. We find, also, that a PhD degree and postdoc experience have a positive effect on the probability of obtaining a position in academia, while being a woman or being a foreign-born candidate has a negative effect. We found no evidence of career disadvantages for candidates from Southern universities.
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Aggarwal, Shalini, Beauty Kumari, Harihar Jaishree Subrahmaniam, Subathra Rajendran, Anand Swaroop, and Vrinda Nair. "STEM Women's Career Challenges and Possible Solutions." In Empowering Women in STEM, 71–87. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003336495-10.

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Washington, Alicia. "Branding and Rebranding throughout Your STEM Career." In Empowering Women in STEM, 127–34. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003336495-17.

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Blumstein, Alfred. "Next Steps in Criminal Career Research." In Cross-National Longitudinal Research on Human Development and Criminal Behavior, 401–8. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0864-5_23.

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Chen, Danying Janny, Anne Namatsi Lutomia, and Van Thi Hong Pham. "STEM Education and STEM-Focused Career Development in Vietnam." In Palgrave Macmillan Asian Business Series, 173–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51533-1_7.

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Conference papers on the topic "Career step"

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Begum, M. Sharmila, P. Aruna, and N. Vetrivelan. "STEP — A career zone Android APP for higher secondary education." In 2016 International Conference on Emerging Trends in Engineering, Technology and Science (ICETETS). IEEE, 2016. http://dx.doi.org/10.1109/icetets.2016.7603015.

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Acosta, S. P., and R. L. White. "Building Competencies for HSE Function Employees - One Step in Career Development." In SPE Latin American and Caribbean Health, Safety, Environment and Sustainability Conference. Society of Petroleum Engineers, 2015. http://dx.doi.org/10.2118/174145-ms.

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Ciucan-Rusu, Liviu. "Key Facts about the Decision-making Process of High School Students Regarding Career Options." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/09.

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As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.
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Yanez Banda, Maria Eugenia, and Francisco Javier Espina Gotera. "Developing Organizational Workforce by Successfully Facing and Overcoming Current Challenges." In Abu Dhabi International Petroleum Exhibition & Conference. SPE, 2021. http://dx.doi.org/10.2118/207487-ms.

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Abstract During the year 2018, an operator evaluated the career paths and professional development of its technical personnel, extending its evaluation to how the contracting department acquired such training, which wasn't consistent with regard to a training provider, training topics, course agendas or training delivery. Some of the main challenges in providing training are the engineers’ availability to attend classes and the scheduling constraints throughout the operator's five field locations. As an example, planning a class in the current organization might not reach the entire intended audience within the desired time frame because that class may only be scheduled in one of the five locations, and the engineers from the other four locations would need to travel to attend it. The impact of this may be that without the advantage of travelling to attend a specific training, the engineer may not be able to achieve all the promotional requirements for the next step in his/her career path.
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Lund, Margaret. "STEAM Career Conference." In US Girl Scout STEM Conference, Las Vegas, NV November 2019. US DOE, 2019. http://dx.doi.org/10.2172/1722926.

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Rodjanapanurat, Nattaporn, and Orawan Buranruk*. "Ergonomic Analysis of Rice Basketwork." In Applied Human Factors and Ergonomics Conference. AHFE International, 2018. http://dx.doi.org/10.54941/10018.

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A survey of the Thai National Statistical Office in 2012 indicated the number of informal employment was about 24.8 million, which was as high as 62.6% of the total number of employed persons (39.6 million persons) in . Considered by the work regions, the informal employment mostly worked in the Northeast of Thailand, approximately 41.5% of all informal workers. In general, these workers are rice farmers who involve rice cultivation processing as their main occupation. Previous studies found most of them to have rice basketwork as the major supplement of career. Most tasks in rice basketwork are performed with prolonged sitting on the floor and using repetitive movements of hands, fingers, wrists and shoulders for more than 6 hours a day, were likely to increase the musculoskeletal disorders (MSDs). A task analysis was conducted on basketwork tasks at a large area in the Khon Kaen and was then used to structure a job screening for ergonomics-related risk factors. The basketry process was divided in to six steps, including: 1) scrape bamboo skin, 2) cut a piece of bamboo, 3) tear strips of bamboo, 4) sharpen the bamboo, 5) weave the strips of bamboo and, 6) form the rice basket. The activities in each step were associated with different tools, for example, some steps included using a knife to slit bamboo or a bamboo cylinder for lifting. Subjective ratings of risk of injury, as part of job screening, were then made for each basketry step in each body part, focusing on motion, force, and posture. The screening tool used in this study was based on the Hand Activity Level (HAL) and Rapid Upper Limb Assessment (RULA) methodologies. The screening results revealed worker exposure to repetitive motion, high forces and extreme postures at the neck, shoulders, hands, and legs when performing in each step of basketry. The results indicated the basketwork procedure to pose ergonomics risk to workers. The highest risk was due to awkward work postures. Results also revealed continuously repetitive motion of upper limbs for long periods of time and inappropriately use of load and force at upper body parts. Therefore, this study suggested that ergonomics interventions, using engineering, administration and/or personal protection controls, should be applied in order to reduce risk of occupational injury of informal workers in .
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Appel, Daniel, Ralph C. Tillinghast, and Mo Mansouri. "Identifying Positive Catalysts in the STEM Career Pipeline." In 2021 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2021. http://dx.doi.org/10.1109/isec52395.2021.9763994.

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Biddy, Quentin. "Co-Designing Opportunities for Rural Middle School Youth to Engage With STEM Careers and Career Pathways." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894745.

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Yusoff, Lenny Shafinaz Md, Salleh Bin Amat, and Mohd Izwan Mahmud. "The STEM Career Education Intervention Module Through Career Exploration Activities." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.061.

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Ali, Marlina, Corrienna Abdul Talib, Johari Surif, Nor Hasniza Ibrahim, and Abdul Halim Abdullah. "Effect of STEM competition on STEM career interest." In 2018 IEEE 10th International Conference on Engineering Education (ICEED). IEEE, 2018. http://dx.doi.org/10.1109/iceed.2018.8626904.

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Reports on the topic "Career step"

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

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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
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Isler, Simona, and John Oliver. SNSF Datastory - Gender monitoring (part 2): the proportion of women decreases with each step up the career ladder. Swiss National Science Foundation, December 2021. http://dx.doi.org/10.46446/datastory.leaky-pipeline.

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Wendelberger, Joanne Roth. Insights on STEM Careers. Office of Scientific and Technical Information (OSTI), November 2014. http://dx.doi.org/10.2172/1163633.

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Kelic, Andjelka, and Aldo A. Zagonel. Science, Technology, Engineering, and Mathematics (STEM) career attractiveness system dynamics modeling. Office of Scientific and Technical Information (OSTI), December 2008. http://dx.doi.org/10.2172/1177094.

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Deming, David, and Kadeem Noray. STEM Careers and the Changing Skill Requirements of Work. Cambridge, MA: National Bureau of Economic Research, September 2018. http://dx.doi.org/10.3386/w25065.

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Forrester, Jessica, Lesa Covington Clarkson, and Elena Gullickson. Steppin' into the Future: Connecting BIPOC Youth to STEM Careers. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317456.

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Sampson, James, Robert Reardon, Debra Norris, Caroline Wilde, and Eleanor Dietrich. Potential Contributions of Career Information Delivery Systems to One-Stop Career Centers, Military Downsizing, and School-to-Work Transition Initiatives. Florida State University Libraries, June 1994. http://dx.doi.org/10.17125/fsu.1525961106.

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Cole, M. W. Turning the STEM Tide: An Approach for Mentoring Young Women on How to Thrive in STEM Careers. Fort Belvoir, VA: Defense Technical Information Center, August 2014. http://dx.doi.org/10.21236/ada608699.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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LaFlamme, Marcel. Affiliation in Transition: Rethinking Society Membership with Early-Career Researchers in the Social Sciences. Association of Research Libraries, October 2020. http://dx.doi.org/10.29242/report.affiliationintransition2020.

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This paper by Marcel LaFlamme explores new forms of connection and community for early-career researchers in less formal structures, often facilitated by social media and other communication technologies. By learning from these loosely institutionalized spaces, LaFlamme contends, scholarly societies as well as research libraries and their parent institutions can adapt to a changing environment and take steps to make scholarship more open and accessible.
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