Bibliografías temáticas / Career development

Literatura académica sobre el tema "Career development"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2024

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Artículos de revistas sobre el tema "Career development"

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Alexander, Rosie. "Career development: A geographical perspective". Journal of the National Institute for Career Education and Counselling 52, n.º 1 (17 de abril de 2024): 82–93. http://dx.doi.org/10.20856/jnicec.5207.

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Career theory has typically focused on the ways that careers develop over time rather than thinking about the role of place. Drawing from insights from the geographical literature, this paper argues for a much greater attention to the spatial dimension of career development, understanding that place is a fundamental dimension of human existence, and that our careers are enacted in dynamic relation to the places we live in and move through. Further consideration of spatial dynamics, especially in relation to inequalities, should not therefore be considered a peripheral endeavor, but central to elaborating our theoretical understandings of career development.
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Gibbs, Kenneth D., John McGready y Kimberly Griffin. "Career Development among American Biomedical Postdocs". CBE—Life Sciences Education 14, n.º 4 (diciembre de 2015): ar44. http://dx.doi.org/10.1187/cbe.15-03-0075.

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Recent biomedical workforce policy efforts have centered on enhancing career preparation for trainees, and increasing diversity in the research workforce. Postdoctoral scientists, or postdocs, are among those most directly impacted by such initiatives, yet their career development remains understudied. This study reports results from a 2012 national survey of 1002 American biomedical postdocs. On average, postdocs reported increased knowledge about career options but lower clarity about their career goals relative to PhD entry. The majority of postdocs were offered structured career development at their postdoctoral institutions, but less than one-third received this from their graduate departments. Postdocs from all social backgrounds reported significant declines in interest in faculty careers at research-intensive universities and increased interest in nonresearch careers; however, there were differences in the magnitude and period of training during which these changes occurred across gender and race/ethnicity. Group differences in interest in faculty careers were explained by career interest differences formed during graduate school but not by differences in research productivity, research self-efficacy, or advisor relationships. These findings point to the need for enhanced career development earlier in the training process, and interventions sensitive to distinctive patterns of interest development across social identity groups.
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Guerrero, Sylvie, Hélène Jeanblanc y Marisol Veilleux. "Development idiosyncratic deals and career success". Career Development International 21, n.º 1 (8 de febrero de 2016): 19–30. http://dx.doi.org/10.1108/cdi-08-2015-0115.

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Purpose – The purpose of this paper is to rely on the sponsored-mobility perspective of career success (Turner, 1960) to explore the antecedents and consequences of development idiosyncratic deals (i-deals). The authors position career planning as an antecedent of development i-deals, and subjective and objective measures of career success as an outcome. Design/methodology/approach – The authors led a two-wave study among a sample of 325 engineers to test the research hypotheses. Findings – Results support the hypotheses. Development i-deals are positively related to three objective measures of career success (e.g. promotions, hierarchical level, and salary) and one subjective measure of career success (e.g. career satisfaction). Practical implications – The results offer new perspectives to practitioners who want to better manage the careers of their talented employees by highlighting the positive effects of development i-deals on career success. Originality/value – This paper relates i-deals to the field of careers.
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Inkson, Kerr, Dale Furbish y Polly Parker. "Fast Forward: Careers Research in New Zealand". Australian Journal of Career Development 11, n.º 3 (octubre de 2002): 36–45. http://dx.doi.org/10.1177/103841620201100315.

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This article describes and discusses developments in careers research in the past few years in New Zealand. While detailing some important mainstream research in the ‘career development’ tradition, it focuses on research conducted largely in New Zealand business schools, which may have been prompted by the country's rapid deregulation in the 1980s and 1990s. Particular attention is paid to the destabilisation of careers and the development of ‘boundaryless’ and other new forms of career. This work provides a framework enabling us to understand career adaptation, and ‘mobile career’ phenomena such as careers based on project work and the role of overseas experience in career development.
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Hutton, Dorothy. "Tracking Adult Career Development". Australian Journal of Career Development 4, n.º 3 (octubre de 1995): 14–18. http://dx.doi.org/10.1177/103841629500400305.

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The Adult Career Concerns Inventory (ACCI) was designed to measure career planning and career adjustment in four stages of career development: exploration, establishment, maintenance and disengagement. In this study 288 employees, aged between 25 and 55 completed the ACCI. A factor analysis found that the items in five of the six subscales of the establishment and maintenance scales loaded together. Eight other items, which loaded together, could be interpreted to represent becoming established in a job or workplace. Two previous factor analyses testing a four factor model gave conflicting results, and the discrepancy between the studies is discussed. That adults move through stages in their careers is not questioned. Research areas that remain open for investigation include the number of stages in mid-career and the measurable constructs in those stages, the relationships between stages of career development and other career variables and the empirical establishment of the sequence of the stages.
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Nazlı, Serap. "Career Development of Upper Primary School Students in Turkey". Australian Journal of Guidance and Counselling 24, n.º 1 (10 de abril de 2013): 49–61. http://dx.doi.org/10.1017/jgc.2013.7.

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The purpose of this exploratory-descriptive study was to determine the career development of upper primary school students in Turkey. The Revised Career Awareness Survey (RCAS) was completed by 644 Turkish upper primary school students. Results indicated that the students were able to associate their own personal characteristics with particular careers and knew the characteristics of careers. They were less knowledgeable about life/career implications and life/career management tasks. The implications of the findings for career guidance and counselling practice are considered.
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Dewi, Ni Putu Putri Yuliana, I. Gusti Ayu Nyoman Budiasih, Gayatri Gayatri y I. Gde Ary Wirajaya. "Career development models". International journal of social sciences 6, n.º 3 (27 de julio de 2023): 151–58. http://dx.doi.org/10.21744/ijss.v6n3.2172.

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The purpose of this research is to find out how they can balance their personal life and work life considering that Balinese women play three roles at once, namely the household role, the economic role, and the traditional role, both in the family, banjar, and in the traditional village. This research is a type of qualitative research that, in exploring its meaning, uses semi-structured interviews to gain an understanding of Balinese women who are in different phases of career development. The informants used in this study were 3 (three) Balinese women who were in 3 different career development models: the idealistic achievement model involved women aged 24 to 35 years who were at the beginning of a career, the pragmatic endurance model involved women aged 36 to 45 years in mid-career, and the re-inventive contribution model involved women at the end of their careers, aged 46 to 60 years, who occupy structural positions in the finance section at the Denpasar City OPD with the status of those who are married or swadharma grhasta asrama respectively. The data analysis technique used in this study uses the interpretive phenomenology analysis (IPA) approach developed by Smith to explore understanding.
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Zhao, Teng y Jingchao Wu. "How Do Career Development Courses Help Chinese Undergraduate Students Achieve Healthy and Quality Career Development?" International Journal of Environmental Research and Public Health 19, n.º 23 (24 de noviembre de 2022): 15620. http://dx.doi.org/10.3390/ijerph192315620.

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Postsecondary institutions worldwide generally provide career development courses or similar courses to better prepare undergraduate students for healthy and quality future careers. Understanding whether these career development courses positively affect students’ career-related outcomes is crucial. Utilizing survey data collected from a large research university located in the eastern part of China, we found that students who have taken at least one career course exhibited career awareness and career planning abilities that were 0.096 and 0.147 units higher, respectively, than those of students who have not taken career courses, with other variables held constant. More specifically, an additional career course was statistically significantly associated with a 0.099, 0.084, and 0.175 unit increase in students’ career awareness, job search self-efficacy, and career planning ability, respectively. A student’s college major and annual family income seemed to be good predictors for a student’s career awareness, job search self-efficacy, and career-planning ability. Furthermore, the more career courses that a student took, the higher the career awareness, job search self-efficacy, and career planning ability that the student had. With these findings in mind, our study recommends postsecondary stakeholders to leverage such courses to help students better prepare for a healthy and quality career development.
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Carranza, Maria. "CAREER DEVELOPMENT AWARDS AT NIA/NIH". Innovation in Aging 7, Supplement_1 (1 de diciembre de 2023): 200–201. http://dx.doi.org/10.1093/geroni/igad104.0661.

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Abstract NIA offers a variety of individual research career development (K) awards, which enable scientists to enhance their careers in biomedical research. Mentored career development (K) awards are effective tools at retaining investigators in research careers and contributing to their subsequent research success. Specifically, those who receive K awards are significantly more likely to have subsequent research publications and to apply for subsequent NIH research awards. In this presentation, Dr. Carranza will review different K programs offered at NIA, including those targeted at postdocs, early career faculty, and more senior faculty, as well as clinician-science focused awards.
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Danhauer, Suzanne C., Janet A. Tooze, Natalie AM Barrett, Jamie S. Blalock, Carol A. Shively, Mary Lou Voytko y Sonia J. Crandall. "Development of an Innovative Career Development Program for Early-Career Women Faculty". Global Advances in Health and Medicine 8 (enero de 2019): 216495611986298. http://dx.doi.org/10.1177/2164956119862986.

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Objective Our institutional Women in Medicine & Science Program (formerly the Office of Women in Medicine and Science) developed the Early Career Development Program for Women to promote the careers of women faculty. At 6 monthly sessions, participants learn relevant content (imposter syndrome, strengths, change style, career management, assertive communication, feedback, personal influence, conflict management, negotiation, importance of mentors, resilience, and self-care); exchange ideas; and expand their professional networks. Here, we report changes in participants’ career skills/knowledge, confidence, and perceptions of the current environment after attending the program. Method Between 2014 and 2017, participants (N = 65) completed pre- and post-program surveys that assessed career knowledge and skills, confidence, and perceptions of the current environment and provided program feedback. Results Most skills showed pre–post significant improvement. The greatest increases occurred in knowing paths to promotion, tailoring communication style, ability to manage conflict, and ability to handle personal–professional role balance. Women reported a significant increase for all items measuring confidence. Among these items, establishing networks, understanding institutional culture, providing feedback, motivating others, strategic planning, delegating, and conflict management had the largest increases. Overall, 89.3% of respondents rated the program impact as very strong/profound, 98.5% rated the concepts as essential, 95.2% rated the skills as essential, and 90.8% rated the sense of community with women in their class as very/extremely close. Conclusions Work-related skills/knowledge, confidence, and perceptions of the current environment increased significantly among program participants. These early-career women faculty indicated that the program augmented the skills needed to develop their careers in an academic medical center.
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Tesis sobre el tema "Career development"

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Evans, Maggi J. "Workplace career conversations : aligning organizational talent management and individual career development?" Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/27036.

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PURPOSE. This thesis takes a contextualised stakeholder approach to exploring alignment between organizational talent management and individual career development. The contribution and nature of career conversations as an opportunity for alignment is considered. DESIGN. This qualitative study was conducted in two phases. Phase one involved semi-structured interviews with Human Resources and Organizational Development professionals (n = 30). Phase two involved semi-structured interviews using career narratives with line managers and individuals from five case study organizations which were also involved in phase 1 (n = 40). Data were analysed thematically by stakeholder group and within each case study. LIMITATIONS. The sample used within the study were not selected to be representative. The conversations described by participants may not be representative of all of the conversations they have experienced. The case study organizations were all UK based. FINDINGS. For most HR professionals, talent management was driven by organizational goals with little reference to individual needs, hence, alignment was not a priority for them. In contrast, individuals and line managers described a commitment to seeking overlap between organizational and individual goals, with some line managers describing their role as brokers . Career conversations were seen by all stakeholders as an important part of talent management and career development, with the potential to be a vehicle for alignment. Detailed analysis of the career conversations described by individuals identified a broad range of helpful conversations, the majority of which took place informally. Additional categories of career shaper (from Bosley et al, 2009) were also identified as collaborators and catalysts . A variety of contextual features were found to influence the enactment of talent management and career development. These were summarised as a contextual map indicating local, organisational and environmental dynamics. ORIGINALITY/VALUE. The research reinforced the value of taking a contextualised perspective of both organizational talent and individual career (e.g. Cohen et al 2004; Sparrow, 2014). It also captured the voices of different stakeholder groups (e.g. Collings, 2014; Thunnissen et al, 2013).
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Carden, Lila Lenoria. "Pathways to success for moderately defined careers: a study of relationships among prestige/autonomy, job satisfaction, career commitment, career path, training and learning, and performance as perceived by project managers". Texas A&M University, 2003. http://hdl.handle.net/1969.1/5817.

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New emerging career paths for professionals are often non-linear, dynamic, and boundary-less (Baruch, 2004) and have resulted in undefined professional advancement opportunities for managers and employees in a variety of contexts. Career paths help individuals make meaning in their job contexts and provide avenues to meet intrinsic and extrinsic rewards, including economic and social status (Adamson, 1997; Callanan, 2003). As a result, individual perceptions of career paths may impact job satisfaction, career commitment, and performance. The purpose of this study was to test a career development model examining the path of relationships amongst autonomy/prestige, career path, training and learning, job satisfaction, career commitment, and performance for moderately defined career professionals. Based on a systematic categorization of careers, from well defined to less well defined, project managers were determined to have moderately defined careers. The researcher employed a survey resulting in 644 project manager respondents. Path analysis was effectuated as a modeling technique to determine whether there was a pattern of intercorrelations among variables. A career development model framing the relationship between project managers’ perceptions of their career paths on their respective performance was explored. The direct path relationships included: (a) frequency of participation in training and learning activities was negatively related to performance, (b) career path was positively related to performance, (c) autonomy/prestige was positively related to performance, and (d) career commitment was negatively related to performance. The indirect path relationships included (a) autonomy/prestige was mediated by career commitment and performance; (b) the connection between career path and performance was mediated by frequency of participation in training and learning (c) career path to performance, was mediated by job satisfaction and career commitment, and (d) career path to performance was mediated by job satisfaction, career commitment, and autonomy/prestige. Study findings supported the tested model and contributed to increased understanding regarding the importance of career paths to individual job satisfaction, career commitment, and performance. Opportunities for new research and implications for individuals and organizations are outlined.
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Gwynne, Marla. "Adult career transitions : measures of career development /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16930.pdf.

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Bown-Wilson, Dianne. "Career progression in older managers : motivational and gender differences". Thesis, Cranfield University, 2011. http://dspace.lib.cranfield.ac.uk/handle/1826/6840.

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This study explores what UK managers aged 50 and over perceive as career progression at a time in life when opportunities for further promotion may have ceased. It examines motivational drivers and subjectively significant personal and organizational influences on career progression. It also investigates whether motivation for career progression is perceived to have changed over the career and the extent to which it may differ between male and female older managers. The research adopted a qualitative, inductive approach using a phenomenological methodology. Fieldwork comprised semi-structured interviews with 27 male and 13 female managers aged 50 and over from two large, UK financial services organizations. The findings show how motivation for career progression in managers aged over 50 is driven by individually diverse patterns of career drivers, personal and work-related influences, and attitudes towards career opportunities. These can be classified into a number of career progression orientations. The study contributes to knowledge in the area of subjective psychological career mobility in late career and the balance which individuals maintain between the organizational and personal aspects of their career. It demonstrates that motivational drivers of career progression are perceived to change over the career and that career progression is linked, on an individual basis, to past, current and future career mobility which may extend past the traditional retirement transition. It also reveals that, in general, older female managers may exhibit a greater drive for self-realisation through later life career renewal than their male counterparts.
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Scannell, Michael Francis. "The modelling of career options and Continuing Professional Development". Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/333009.

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The aim of the research was to generate a model of the interactions between career options and the concept of continuing professional development. Professional development has, in many professions and organisations, become synonymous with managerial development, but the developmental needs of individuals who wish to remain in a professional role may differ from the developmental needs of individuals in a management role. Teachers were chosen as the professional group to be tested. Fifty-four teachers, all volunteers, from six secondary schools were separately interviewed under a structured format, and were also invited to complete a number of questionnaires. From analysis of the interviews and questionnaires a model of teachers' career options was produced which identified three main categories of teachers: senior managers (headteachers or deputy headteachers); aspirants to a senior manager's role; and classroom teachers. The analysis also identified a number of main factors, and sub-factors, that affected the obtaining of one of the three categories and each of the factors was developed through a targeted literature search and through analysis of the structured interviews. An additional number of factors that related only to classroom teachers were also analysed in a similar manner. Also investigated are how teachers plan their career, and the value of continuing professional development. The model of career options was then tested on members of two similar professions -midwives and nurses. Completion of the research resulted in a proposed model of career options and recommendations for continuing professional development for each option. Together the model and recommendations represent an original contribution to knowledge.
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Nanji, Michelle Mojgan. "South Asian Muslim Americans' career development: factors influencing their career decision-making process". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5818.

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The Muslim population in the United States has faced numerous challenges in the aftermath of September 11th, including increased negative portrayal of Muslims in the media. While there is increased understanding that the social environment in the US has become more Islamophobic, there is little research in applied psychology fields to understand how this is influencing the life choices of young Muslims in the United States. This investigation focuses on South Asian Muslim Americans and the factors that influence their career decision-making process. Lent and Colleagues’ (1994) Social Cognitive Career Theory career choice model was used to develop a better understanding of these factors. This study investigated how the variables of gender, ethnicity, religiosity, perceived discrimination, and family involvement relate to career decision-making self-efficacy and outcome expectations for South Asian Muslim college students. A hierarchical regression analysis was used to understand the relationships among the variables. The goal of this study was to provide initial understandings of the factors influencing South Asian Muslim Americans career decision-making process. The study did not find a significant relationship among the variables or the applicability of the SCCT career choice model to this population. These findings demonstrate a need to learn more about the career process for this population and other factors specific to the population that may be involved in the career development process. The results provide valuable information for counseling psychologists in university counseling centers to broaden their understanding and support the needs of South Asian Muslim American students during the career choice process.
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Pitre, Sneha J. Pitre. "INTERNATIONAL STUDENTS CAREER DEVELOPMENT: ACCULTURATIVE STRESS AND CAREER OUTCOMES". Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1502890313639405.

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Hoi, Man-Nor Mandy. "Career development of first-year university students, a test of Astin's career development model". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ31034.pdf.

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Moore, Thurla. "The impact of career development classes on the identity development and career self efficacy of traditional aged college students". Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054144903.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains viii, 163 p. Includes abstract and vita. Advisor: Robert Rodgers, College of Education. Includes bibliographical references (p. 130-135).
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Stringer, Kate Joanna Kerpelman Jennifer. "Career decision-making implications for emerging adults' career identity development /". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Human_Development_and_Family_Studies/Thesis/Stringer_Kate_49.pdf.

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Libros sobre el tema "Career development"

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Marcotte, Paul. Careers and career development. The Hague: International Service for National Agriculture Research, 1990.

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Patrick, Schutz, ed. Career development. Eden Prairie, MN: Paradigm, 1992.

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Ohlsson, Hjalmar. Career development. Hauppauge, NY: Nova Science Publishers, 2009.

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Hjalmar, Ohlsson y Borg Hanne, eds. Career development. Hauppauge, NY: Nova Science Publishers, 2009.

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Hjalmar, Ohlsson y Borg Hanne, eds. Career development. Hauppauge, NY: Nova Science Publishers, 2009.

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Brown, Duane. Career counseling and career development. Boston: Pearson, 2012.

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Isaacson, Lee E. Career information, career counseling, and career development. 5a ed. Boston: Allyn and Bacon, 1993.

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Brown, Duane. Career information, career counseling, and career development. 8a ed. Boston, [Mass.]: Allyn and Bacon, 2003.

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Duane, Brown, ed. Career information, career counseling, and career development. 7a ed. Boston, Mass: Allyn and Bacon, 2000.

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Brown, Duane. Career information, career counseling, and career development. Boston: Pearson, 2012.

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Capítulos de libros sobre el tema "Career development"

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Multon, Karen D. "Career: Career development." En Encyclopedia of psychology, Vol. 2., 25–29. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-009.

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Bradley, Harriet y Geraldine Healy. "Career and Career Development". En Ethnicity and Gender at Work, 161–77. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230582101_9.

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Malcher, Michelle. "Career Development". En User Group Leadership, 65–71. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-1115-1_8.

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Clarkson, Mary. "Career Development". En Practitioner Series, 103–14. London: Springer London, 2001. http://dx.doi.org/10.1007/978-1-4471-0315-8_7.

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Kopp, David M. "Career Development". En Human Resource Management in the Pornography Industry, 39–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37659-8_4.

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Alsop, Auldeen. "Career Development". En Continuing Professional Development in Health and Social Care, 114–24. Hoboken, NJ USA: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118782859.ch10.

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Sun, Judy Y. y Greg G. Wang. "Career Development". En The Encyclopedia of Human Resource Management, 98–102. San Francisco, CA: Pfeiffer: A Wiley Imprint, 2012. http://dx.doi.org/10.1002/9781118364741.ch16.

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Carbery, Ronan. "Career Development". En Human Resource Management, 159–75. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-00938-8_10.

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Athanasou, James A. "Career Development". En Promoting Career Development after Personal Injury, 109–30. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-836-5_6.

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Lawrence, Ian. "Career development". En Football Club Management, 120–29. Abingdon, Oxon ; New York : Routledge, [2018] | Series: Routledge research in football; 4: Routledge, 2018. http://dx.doi.org/10.4324/9781315519173-9.

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Actas de conferencias sobre el tema "Career development"

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Szabó-Bálint, Brigitta. "Organizational Career Development Versus Employee’s Career Needs in Hungary". En 24th International Scientific Conference Strategic Management and Decision Support Systems in Strategic Management. University of Novi Sad, Faculty of Economics in Subotica, 2019. http://dx.doi.org/10.46541/978-86-7233-380-0_35.

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Huang, Ruiqin y Guangke Zhang. "Career Path and Ladder: Planning Career Development for Employees". En 2007 3rd International Conference on Wireless Communications, Networking, and Mobile Computing - WiCOM '07. IEEE, 2007. http://dx.doi.org/10.1109/wicom.2007.1102.

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Crisan, Claudia y Sebastian Turda. "The Impact of a Career Counseling Program over Adolescents’ Career Indecisiveness". En ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.16.

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Soares, Joana y Maria do Céu Taveira. "THE ROLE OF PROTEAN CAREER ATTITUDES IN CAREER SELF-MANAGEMENT BEHAVIORS". En 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1393.

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Crișan, Claudia. "Factors Influencing Deciding For A Career In Education As Second Career Option". En ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.75.

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Sobko, Yuliia. "UNDERSTANDING CAREER DEVELOPMENT NEEDS AND CAREER COUNSELING STRATEGIES FOR REFUGEES". En THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2022. http://dx.doi.org/10.36074/logos-14.10.2022.37.

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Samai y Drossman. "Career development for engineering students". En Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69384.

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Muller, Michael y Geraldine Fitzpatrick. "3rd Early Career Development Symposium". En CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170427.3173461.

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Muradi, Sudidul Aji y Onik Farida Ni’matullah. "Teacher Career Development Cases Indonesia". En 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.036.

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yeshaayahu, michal. "Children Career Development: Experts' Perceptions". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580451.

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Informes sobre el tema "Career development"

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

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

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James, Lawrence R. y Christopher K. Hertzog. Officer Career Development: Analytic Strategy Recommendations. Fort Belvoir, VA: Defense Technical Information Center, julio de 1989. http://dx.doi.org/10.21236/ada213678.

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Gavito, Val y Michael Pennotti. Army Systems Engineering Career Development Model. Fort Belvoir, VA: Defense Technical Information Center, marzo de 2014. http://dx.doi.org/10.21236/ada605246.

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Gavito, Val y Michael Pennotti. Army Systems Engineering Career Development Model. Fort Belvoir, VA: Defense Technical Information Center, enero de 2014. http://dx.doi.org/10.21236/ada605249.

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Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, abril de 1996. http://dx.doi.org/10.21236/ada310831.

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

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Resumen
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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Wilcove, Gerry L. y Robert F. Morrison. Officer Career Development: Opinions on the Navy's Career Guidance and Reassignment Practices. Fort Belvoir, VA: Defense Technical Information Center, marzo de 1992. http://dx.doi.org/10.21236/ada248366.

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Wilcove, Gerry L. Officer Career Development: General Unrestricted Line Officer Perceptions of the Dual-Career Track. Fort Belvoir, VA: Defense Technical Information Center, septiembre de 1988. http://dx.doi.org/10.21236/ada200328.

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Wuest, Beth y Sharon Welkey. Movin' on Up: Strategies for Career Development. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-366.

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