Bibliografie tematiche / University career

Letteratura scientifica selezionata sul tema "University career"

Autore: Grafiati

Pubblicato: 6 luglio 2024

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Articoli di riviste sul tema "University career":

Gander, Michelle. "The hybrid career concept: creating hybrid career pathways". Career Development International 26, n. 7 (8 ottobre 2021): 853–68. http://dx.doi.org/10.1108/cdi-07-2020-0189.

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PurposeHybrid career has been discussed in the literature for some time but is still an emergent concept. The study investigated the careers of university professional staff working in universities in Australia and the UK to better understand the careers of this underresearched cohort of staff. The findings were used to extend the theory of the hybrid career.Design/methodology/approachA total of 139 career stories were collected via an open-ended question in an online survey. Inductive thematic analysis was used to create themes and theorise career pathways relevant to the participants' careers.FindingsIt was found that participants had a hybrid career orientation (HCO) based on their essential values and their reciprocal relationship with their employer. Four career pathways emerged from the data: intra-organisational advancement, inter-organisational advancement, work–life balance and dead end.Research limitations/implicationsThere is a need for future research to investigate the HCO, both to add depth to the understanding of careers for university professional staff in universities and to examine the hybrid concept in other settings.Practical implicationsIt is suggested that by grouping staff into career pathways, human resource practitioners could provide more targeted interventions to ensure that staff are motivated and productive for the benefit of the organisation.Originality/valueThe research has extended the concept of the hybrid career and discovered four career pathways relevant to university professional staff.

Azhenov, Askar, Tomas Chech e Meruyert Uaikhanova. "EXAMIMIG CAREER READINESS AMONG UNIVERSITY SENIOR STUDENTS AND ALUMNI: DEVELOPMENT OF DIAGNOSTIC TOOLS". 3i intellect idea innovation - интеллект идея инновация 3 (2023): 105–10. http://dx.doi.org/10.52269/22266070_2023_3_105.

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This article investigates the importance of career readiness among university students and alumni in today's dynamic job market. It emphasizes the significance of professionalism, advanced qualifications, and adaptability for a successful professional career. The research aims to develop a diagnostic toolkit to assess and measure career readiness, exploring the various components that contribute to students' preparedness. The study involves a comprehensive literature review and employs surveys and interviews to gather data from stakeholders involved in career guidance. The toolkit evaluates values orientation, career motivations, self-efficacy, decision-making readiness, emotional intelligence, and organizational skills. The article provides valuable insights for career counseling and educational programs to enhance students' preparedness for their future careers. By empowering educators and institutions with this comprehensive approach, it facilitates successful career development and helps graduates achieve their professional aspirations in today's competitive job market. The study is presented as a practical integrated career counseling support for university students and graduates to assess how much students' future career readiness is improved.

Kinash, Shelley, Linda Crane, John Capper, Mark Young e Ashley Stark. "When do university students and graduates know what careers they want: A research-derived framework". Journal of Teaching and Learning for Graduate Employability 8, n. 1 (23 agosto 2017): 3–21. http://dx.doi.org/10.21153/jtlge2017vol8no1art584.

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This paper reports on research which was conducted to explore how university students and those who had graduated and been subsequently employed, made career decisions. Specifically, through interviews and focus group discussions with 22 university students and 28 graduates from Australian undergraduate and postgraduate courses in a variety of disciplines, four questions were explored: Do university students know their own desired post-course employment, or in other words, what they want to be after graduation; if so, at what point in their student experience do they come to this decision; what elements come into play in university student career decision-making; and to what extent do students and graduates feel that their career decision-making is supported by their universities? Research was grounded in, and results aligned with, the ‘chaos theory of careers.’ The main findings were that at the enrolment-stage of university and during their studies, most students were pessimistic about their career outcomes and felt largely unsupported in identifying suitable career goals. However, the outcomes after graduation were unexpectedly positive in that, by this point most had identified career goals and were in careers they had desired. Most of the research participants who had been in their careers for an extended length of time were casual academics who were dissatisfied with their career progression and status. Although they had identified academic career goals and secured employment in their chosen industry, they were disappointed by continuous short-term contracts and what they perceived as poor career supports extended by their university employers. A ‘university student and graduate career-knowledge framework’ was derived. The key takeaway from this research was a set of recommendations for universities regarding how to better support students to make career choices.

Mcilveen, Peter, Bradley Everton e John Clarke. "University Career Service and Social Justice". Australian Journal of Career Development 14, n. 2 (luglio 2005): 63–71. http://dx.doi.org/10.1177/103841620501400210.

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This article describes the social justice activities facilitated by a university careers service. The article includes a discussion on the relationship between social justice and career development in higher education. Working examples of the activities provided by the career service focus on the delivery of career-related services to students who are represented by the major equity groups identified within the Australian higher education sector The importance of theoretically informed practice and collaboration between campus agencies is emphasised as a means of achieving social justice outcomes.

Trimble, Allyson, Amie Imler, Chad Carr e Jason M. Scheffler. "488 Career Awareness of Incoming University of Florida Animal Science Majors". Journal of Animal Science 99, Supplement_3 (8 ottobre 2021): 215. http://dx.doi.org/10.1093/jas/skab235.391.

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Abstract A disproportionate number of Animal Science (ANS) students start their program with the intent of pursuing veterinary school. While some succeed, most change career paths either by personal choice or not gaining admission into veterinary school. Ideally, the sooner a student identifies alternative career path(s), the more opportunities they have to prepare for those careers by pursuing additional classes and extracurriculars. The University of Florida (UF) is unique compared to peer institutions with a 30% freshman acceptance rate, an overwhelming 41% of UF ANS students arrive as transfers. This compresses the time to matriculate through the ANS curriculum and increases the urgency to redirect students into the numerous ANS career paths. The objective of this study is to better understand ANS student’s perceptions of careers. We conducted a career awareness survey at the start and end of the ANS3006 Introduction to Animal Science course over the past two years. Students (n=352) were asked demographic information, and completed an online instrument evaluating their awareness of career options available to them. Over 49% could not list more than two careers. Veterinarian was the most common and appeared on 76% of responses. Students are exposed to careers throughout each lecture module and related career-focused assignments. In the post test evaluation, 57% listed more than two careers, with the average increasing from 2.8 to 3.6 careers per student. Additionally, 18.8% of students indicated their career goals had changed over the course of the semester, with more than 2/3 or those being students who changed from a veterinary path. In conclusion, ANS students arriving at UF have a limited outlook on career options. While introduction to ANS has some success in expanding those options, more efforts need to be made in the current curriculum and through secondary education to increase awareness of ANS careers.

Kim, Youn-Hee. "An Investigation into the Career Development of Students Who Major in English Education in a Local University". Korean Association For Learner-Centered Curriculum And Instruction 23, n. 21 (15 novembre 2023): 205–20. http://dx.doi.org/10.22251/jlcci.2023.23.21.205.

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Objectives This study aimed to comprehensively examine the career development of students who major in English education in a local university. Methods Thirty-four seniors who major in English education in a local university completed a survey that com-posed of 16 muitiple-choiced items and 5 open-ended items. More specifically, it surveyed 1) their current career development, 2) the use of career development support program, and 3) suggestions about career development to a department, university, community, and country. Results The findings indicated that the students usually refer to the people surrounding them and consult their parents to discuss their career development. In addition, they put their priority to job stability and their interest when they choose a job. More than half of the students were found to seek a career which is irrelevant to English education. Those who seek a career which is relevant to English education considered English proficiency is the most important factor to achieve their career goals, wehreas those who seek a career which is irrelevant to English education considered working-level knowledge is the most important factor to achieve their career goals. Both of the groups concerned that low birth rate and their task-related competence are the factors that threatened their career achievement. In general, the students participated in the career development support program less than 1 or 2-3 times because the support program did not fit into their majors or prospective careers. Moreover, most of the students reported that they did not have an internship opportunity in a workplace that is related to their prospective careers. However, they affirmed that those internship opportunities would be a valuable asset to de-velop their careers. To conclude, the students suggested that a department, university, community, and country implement practical policies that can support career development for university students. Conclusions Practical career development support programs that focus on those who major in humanities or edu-cation in a local university need to be implemented.

Ware, Mark E. "Assessing Students' Career Needs at a Small Private University". Teaching of Psychology 13, n. 4 (dicembre 1986): 185–88. http://dx.doi.org/10.1207/s15328023top1304_3.

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The career-relevant characteristics of psychology majors at a small private university, a program of career development, and a student assessment of the program's effectiveness are identified and described. I focus on the results of the students' assessment. A questionnaire was distributed to a random sample of majors. Students rated sources and types of career information. Students gave higher ratings to the value of information about careers and career implementation skills than to information about career aptitudes and interests. Implications include continuing to educate students about the importance of gaining self-knowledge as a part of the career development process and continuing to provide a wide variety of sources and types of career information.

Gander, Michelle, Antonia Girardi e Megan Paull. "The careers of university professional staff: a systematic literature review". Career Development International 24, n. 7 (11 novembre 2019): 597–618. http://dx.doi.org/10.1108/cdi-07-2018-0191.

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Purpose Human capital is a key component of the success of organisations, and career development of staff is a vital component to both increasing and retaining human capital. Universities are no different, their people are key to their mission. There has been limited rigorous study of the careers of professional staff in the academy. The paper aims to discuss these issues. Design/methodology/approach A systematic literature review methodology resulted in a review of 23 articles dedicated to research on careers of professional staff in higher education (HE). Thematic analysis identified a series of enablers and barriers that influence career development and progression. Findings Career enablers and barriers have been found to exist at both the institutional and individual levels. Within the HE context, professional staff have a hybrid career mindset, desiring traditional and more contemporary career factors, leading to a reciprocal relationship between the organisation and the individual. Research limitations/implications There is a need for future research to investigate the hybrid career mindset, and the reciprocal relationship, both to add depth to understanding of careers for professional staff in universities, and to examine this in other settings. Practical implications Universities may need to consider ways to integrate institutional support for high performance work systems (HPWS) with opportunities for professional staff, while individuals may need to consider adopting career self-management behaviours (CSMB) to fit their hybrid mindset. Originality/value This review has highlighted organisations and individuals will benefit if the relationship between HPWS and CSMB is better understood for the hybrid career mindset.

Russo, Angela, Robert G. Valls-Figuera, Andrea Zammitti e Paola Magnano. "Redefining ‘Careers’ and ‘Sustainable Careers’: A Qualitative Study with University Students". Sustainability 15, n. 24 (11 dicembre 2023): 16723. http://dx.doi.org/10.3390/su152416723.

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Contemporary society challenges traditional linear career progressions with the emergence of the ‘sustainable career’ concept. This dynamic career path spans different societal domains over time and involves individuals actively shaping their paths through actions and the interpretation of their experiences. The evolving socioeconomic contexts demand a reevaluation of career development processes, necessitating an examination of individual perspectives on what makes a career authentically sustainable. Despite this, in the Italian and Spanish contexts, a definition of the concept of career and sustainable careers rooted in individuals’ interpretations is still absent. This qualitative study is designed to fill the existing gap by exploring the definition of the concepts of ‘career’ and ‘sustainable career’ in an initial sample of Italian (N = 197) and Spanish (N = 193) students (323 females, 67 males) aged 18–30 years (M = 20.13; SD = 2.13). Participants answered open-ended questions about ‘career’ and ‘sustainable career’. Qualitative data analysis software identified key themes, and correspondence analysis explored differences between the Italian and Spanish samples. The findings reveal that the concept of a career encompasses an evolving sequence of work experiences, incorporating training pathways, a continuous commitment to personal growth goals, and professional satisfaction. A sustainable career extends this, emphasizing a healthy work–life balance and the often-overlooked dimension of social empowerment. This study offers a perspective for designing research and interventions aimed at promoting careers and work environments perceived as authentically sustainable.

Choate, Julia, Maria Demaria, Michelle Etheve, Sandy Cran e David Carroll. "A professional development program with an assessed ePortfolio: A practical solution for engaging undergraduates with their career development in large student cohorts". Journal of Teaching and Learning for Graduate Employability 10, n. 2 (16 luglio 2019): 86–103. http://dx.doi.org/10.21153/jtlge2019vol10no2art788.

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Undergraduate biomedical science degree-programs are considered to be non-vocational, with a diverse range of career outcomes. At our university, student and academic feedback indicated that biomedical science students were anxious and uncertain about their career options. In response to this careers anxiety, an in-curriculum, course-wide and assessed professional development program (PDP) was developed and delivered into the biomedical science degree-program by an integrated team of careers educators and biomedical academics. This program aimed to engage a large cohort of biomedical students (>1000) with their career development, improving their careers awareness and reducing their anxiety about careers options. The impacts of the program on students’ career and employability skills development, as well as their self-reported levels of psychological distress, were evaluated with on-line anonymous student surveys. Student engagement with the program was linked with program assessment submission rates and student interactions with the University Careers Service. Completion of the program increased students’ careers knowledge and confidence, enhanced their awareness of career options and employability skills and increased their engagement with the University Careers Service. It did not alter students’ self-reported levels of depression, anxiety and stress, but students who rated themselves poorly on careers awareness and confidence statements were more likely to have severe depression, anxiety and stress. This program provides a practical approach for students’ career and employability skills development in large cohorts, but could be expanded to include an intervention to reduce student anxiety.

Più fonti

Tesi sul tema "University career":

Van, Reenen Suleila. "Career indecision amongst prospective university students". Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/1867.

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Career indecision is one of the key aspects that professionals in career guidance counselling are interested in assessing. Career indecision, in the context of university students has been defined as the inability to select a university major or occupation (Borgen & Hiebert, 2006, p. 58). Thus, with the purpose of addressing career indecision, the proposed study would examine the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) underlying career indecision will be investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision will be examined.
Magister Commercii (Industrial Psychology) - MCom(IPS)

Gordon, Liezel. "Career indecision amongst prospective university students". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51643.

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Thesis (MA)- University of Stellenbosch, 2000.
ENGLISH ABSTRACT: The numerous prospective university students' who present at the Centre for Student Counselling of the University of Stellenbosch for guidance in selecting an occupation or university course, suggest that there is a high level of career indecision amongst such individuals. With the purpose of addressing career indecision, the present study examined the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) underlying career indecision were investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision were examined. Eighty-four prospective students, who presented for career counselling at the Centre for Student Counselling of the University of Stellenbosch, served as subjects in the study. The subjects completed the Career Development Questionnaire (CDQ), the Meyer Interest Questionnaire (MB-10) and a biographical questionnaire compiled by the researcher. The results of the study indicated that a substantial number of prospective university students experience career indecision. There were statistically significant correlations (p<0,01) between the 5 scales of the CDQ. In addition, there were statistically significant correlations (p<0,01) between the 5 scales of the CDQ, and self-reported level of career indecision. There were no clinically significant correlations between gender and home language, and any other variable measured. An attempt was made to address career indecision amongst the population group by making certain recommendations regarding the content and process of career counselling for prospective university students.
AFRIKAANSE OPSOMMING: Die aantal voornemende universiteitstudente wat by die Sentrum vir Studentevoorligting aan die Universiteit van Stellenbosch aanmeld vir voorligting in verband met die keuse van 'n beroep of universiteitskursus, is aanduidend van 'n hoë mate van beroepsbesluitloosheid onder die individue. Die onderhawige studie ondersoek die aard van beroepsbesluitloosheid onder voornemende universiteitstudente ten einde die beroepsbesluitloosheid aan te spreek. Die voorkoms van sekere komponente van loopbaanvolwassenheid (naamlik selfinligting, besluitneming, loopbaaninligting, integrering van selfinligting en loopbaaninligting, en loopbaanbeplanning) onderliggend aan beroepsbesluitloosheid is ondersoek, sowel as die verband tussen die komponente. Die verband tussen die komponente van loopbaanvolwassenheid en verskeie biografiese veranderlikes soos geslag, huistaal, verklaarde loopbaankeuse, onderskeiding van belangstellings, en self-gerapporteerde vlak van beroepsbesluitloosheid is ook ondersoek. Vier-en-tagtig voornemende studente wat by die Sentrum vir Studentevoorligting aan die Universiteit van Stellenbosch aangemeld het vir beroepsvoorligting, is by die studie betrek. Die subjekte het die Loopbaanontwikkelingsvraelys (LOV), die Meyer-Belangstellingsvraelys (MB-10) asook 'n biografiese vraelys wat deur die navorser opgestel is, voltooi. Die resultate het getoon dat In aansienlike hoeveelheid voornemende studente beroepsbesluitloosheid ervaar. Daar was statisties beduidende verbande (p<0,01) tussen die 5 skale van die LOV. Verder was daar statisties beduidende verbande (p<0,01) tussen die 5 skale van die LOV en gerapporteerde vlak van beroepsbesluitloosheid. Daar was geen klinies betekenisvolle verbande tussen geslag en huistaal, en enige ander veranderlike nie. Daar is gepoog om beroepsbesluitloosheid onder voornemende studente aan te spreek deur aanbevelings te maak in verband met die inhoud en proses van loopbaanvoorligting vir voornemende universiteitstudente.

Shezi, Siphesihle Elton. "Factors that influence university students’ career decisions". Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1490.

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A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the Degree of Master of Arts (Clinical Psychology) in the Department of Psychology at the University Of Zululand, South Africa, 2013
The study used a mixed methods methodology to investigate the factors that influence university students’ career decisions. This was motivated by the fact that students in disadvantaged communities are challenged by the negative socio-political conditions that resulted from the South African Apartheid system and these conditions limited the resources for people in disadvantaged communities. As more opportunities became available, it is vital that students entering tertiary education are equipped with the necessary skills and support to make informed career decisions. The sample consisted of 155 third year students from four faculties at the University of Zululand. Data was collected using a questionnaire. The data was analysed using a systematic approach. The results indicated that the factors influencing influence university students’ career decisions are the students’ educational background, home background, parental marital status parental occupation socio- economic status, the love for their careers, financial aid and high employment opportunities. The dissertation concludes that appropriate career education and guidance are essential for previously disadvantaged tertiary education students in order for them to maximize the opportunities available to them.

Briggs, Steven G. "University life event reporting and association with career decidedness, thoughtfulness and professionalism". Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/145669.

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University students experience a range of life events whilst studying. Extensive research has established that university life events (events that are synonymous with studying) can be associated with student dropout from university. However, less is known about what university life events are experienced collectively by student ‘persisters’ (individuals who do not dropout). This study therefore sought to establish when persisters reported (and how they perceived) experiencing university life events. Between-group differences amongst students were considered. Life events have been attributed to personal change which can manifest in a number of ways, including change in career and professionalism. Understanding the associations between life events and career/professional development could serve to enhance the support that a university could provide to students in these areas. Consequently whether/when university life events were associated with students’ career thoughtfulness, decidedness and professionalism was addressed. An Interpretivist epistemological orientation was assumed and a comparative case study design was employed (involving three data collection phases). Phase one (pilot work) employed interviews and repertory grids to identify the range of events that student persisters might experience whilst studying at university; tentative between-group differences were considered. Based upon pilot work findings, three instruments were constructed, piloted and validated (phase two).These instruments addressed 1) university life event experiences; 2) career thoughtfulness and decidedness; and 3) professionalism status. Phase three (main study) involved administering the instruments quasi-longitudinally to students from two fundamentally different courses (‘professional’ (associated with a very well-defined career route and emphasis on specific professional development) and ‘generalist’ (associated with a more open-ended career route and less prescribed professional development)) at the start and end of the academic year. Result accuracy was checked through follow-up interviews with lecturers. III Trends were established between student groups in terms of what university life events were experienced and how these were perceived. Differences in reporting were found based on year group, course type and time of the academic year. Based on collective data, experiences most synonymous with specific stages of studying on a professional or generalist course were identified and are discussed. Different life events were found to be associated with enhanced or reduced career thoughtfulness, decidedness and professionalism throughout the academic year. Findings were considered holistically and an overview of how life events are associated with these areas was presented. Follow-up interviews overwhelmingly supported questionnaire findings. Explanations for findings and result applicability were considered. Suggestions for future work and recommendations are presented.

Sun, Jing, e 孫競. "Career guidance in a university in mainland China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196457.

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This case study aimed to gain a holistic understanding of career guidance as implemented in a university in Guangdong province. The purpose of the research was to investigate (a) the identifiable content and approaches used in career guidance, (b) contextual factors inside and outside the university that influence career guidance, (c) how the people involved perceive the effect of career guidance on enhancing students' career competencies, (d) problems in delivering and receiving career guidance, and (e) how career guidance can be strengthened and improved. Qualitative data were collected between 2010 and 2012, using multiple methods including individual interviews, focus groups, observations, and documentary study. A total of 13 individual interviews and 5 focus group sessions were completed. The researcher collected information related to perceptions of university students, graduates, administrators, career practitioners, student tutors and teachers involved in the career guidance service. Evidence was also obtained from curriculum designs, reports, surveys, web pages, and documents produced by the school, faculties and student association. The researcher also conducted 17 participant and non-participant observations during relevant career activities. The data analysis involved coding, categorization, concept mapping, and theme generation. The themes that emerged were triangulated using data from the various sources. The findings reveal that a system has been built to provide career guidance through three separate channels. The Career Center is formally in charge of all career affairs; but currently ‘employment management’ is its main duty. Various career activities (conducted by students) are provided by the Students' Career Development Association (SCDA), which is supported by the Career Center. Also, in each faculty, career guidance related to specific majors is implemented. Contextual factors that influence career guidance can be summarized under four aspects: national policies and university support; management systems; political tradition of a centralization system; and various resources. The findings suggest that career guidance does enhance students’ career competencies, particularly in areas of self-understanding, career-related knowledge and skills, and in career-relevant networking. A variety of problems have existed in the university in relation to career guidance, including the lack of a comprehensive service, insufficient resources, a lack of credibility, uneven quality of career guidance, and a lack of professional training for the personnel involved. Many suggestions have been put forward by students and teachers for strategies to improve career guidance. In particular, it is believed that the Career Center, the faculties, and SCDA have to increase their coordination and cooperation at all levels, by a better integration of resources. The data analyzed in this study provide a unique picture of the implementation and content of career guidance with Chinese characteristics. In addition, factors influencing career guidance and its service delivery are identified and discussed within a Chinese context, taking socio-political factors into account. While the results provide evidence for an operational model of career guidance in a university, they also expand current theories of career guidance in China as a whole. Implications for practical solution of problems and for improvement of existing services are discussed in detail.
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Education
Doctoral
Doctor of Philosophy

Leung, Theseus S. T. "Career readiness of university students in Hong Kong". Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434768.

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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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Liu, Hong, e Ying Wang. "Female's Career Advancement in Tertiary Educational Field : University of Gävle and Guizhou University". Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18202.

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Aim: The aim of the study is to investigate the impact of national culture on female’s career advancement and different barriers that females may confront in University of Gävle and GuizhouUniversity Method: Both qualitative and quantitative methods are employed in the current study. Qualitative data is collected by sixteen interviews including ten participants from University of Gävle and six participants from GuizhouUniversity. And the quantitative data is collected by one hundred questionnaires in the two universities. Result and Conclusions: The study finds out that Hofstede’s six cultural dimensions: power distance, collectivism vs. individualism, uncertainty avoidance, masculinity vs. femininity, long-term orientation vs. short-term orientation and indulgence vs. restraint could affect female’s career advancement in varying degree in which power distance and masculinity vs. femininity differentiate the two universities to a large extent. Moreover, the study shows gender stereotyping, lack of networking, and lack of mentorship are most obvious barriers for female’s career advancement while the impact of glass ceiling, opportunities and self-confidence is relatively. Suggestion for further studies: Future studies could take more cultural models into consideration. Bigger samples in two countries should be collected to view a whole picture of female’s situation in Swedish and Chinese tertiary education field. Contribution of the thesis: The model of relationship between national culture and female’s career advancement provides a framework for the further studies relating to female’s under-representation in tertiary field. Barriers identified by the authors remind the universities to improve their organizational management.

Goliath, Dané. "Career indecision amongst undergraduate university students at an academic institution in the Western Cape". Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4030.

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Magister Commercii - MCom
One of the most important decisions adolescents are confronted with in the transitioning period from high school to tertiary institutions, is making career decisions. Young adults and adolescents may experience high levels of stress when they are expected to make decisions pertaining to a desired career. The stressful period may be too overwhelming for them.As a result it may have adverse implications on the quality of their career choice. The applicability of career indecision amongst undergraduate university students is considered an inability to choose a university major or occupation (Brogan & Hiebert, 2006).According to Creed, Patton and Prideaux (2006), career indecision is linked to issues related to career development and problems in making career related decisions, society’s expectations and perceptions, as well as the role of the family which may have an impact on the student’s ability to make career choices. In a study conducted by Creed and Patton (2003) it was revealed that age, gender and career indecision were predictors of career maturity knowledge. Joordan, Smithard and Burger (2009) postulate that career indecision influences career related thoughts and career decisions and plays an important role in the way individuals formulate career goals. Gordon and Meyer (2002) are of the view that it is not atypical for individuals to experience a certain level of developmental career indecision, this may be resultant to not having adequate experience and sufficient knowledge pertaining to the world of work. Developmental career indecision amongst students is viewed as a wholesome state which may ultimately prompt the student to explore careers and set goals (Feldt,2010).Brown, Brooks and Associates (1996), delineate that a career choice is an act which replicate an individual’s motivation. This action compels the individual to work toward their goals and to achieve it. As students venture on attaining their goal (career choice) they are confronted with many challenges, some of which include the transition from secondary school to tertiary level and the adaptation to an academic environment.This emphasizes the importance of career guidance, and that it should not be neglected. Stead and Watson (1999) conducted a study on first year university students in the Western Cape which revealed that students from disadvantaged schools were unable to choose study directions at tertiary level due to negligence of not providing career guidance at school level.Resultant to this, students were not afforded the opportunity to make informed decisions pertaining to career choices. Brown et al. (1996) presume the more informed an individual is about career choices and their abilities, the more likely they are to make career choices as they are more prepared to do so.The current study aimed to examine career indecision experienced by undergraduate university students at an academic institution in the Western Cape. The study examined the differences in career indecision based on gender and age, it also examined the relationship between a lack of information and career indecision and lastly access to a career counsellor and career indecision. A biographical questionnaire and the Career Decision Making Difficulties Questionnaire (CDDQ) were administered to undergraduate university students. The sample (n = 224) consisted of first, second and third year male and female undergraduate commerce students. The results indicated that there are significant differences in career decision making based on gender and age. In addition, the results revealed that there is a moderate relationship between lack of information and career indecision and findings also indicated a significant relationship between access to a career counsellor and career indecision.The results of the current study should however, be interpreted with caution as a convenience sampling strategy was utilized thus limiting generalizabilty to the broader population of students. Furthermore limitations are put forth and the study concludes with recommendations for further research and for academic institutions for consideration.

Barnett, Belinda. "The impact of organisational support for career development on intrinsic career success /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19300.pdf.

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Libri sul tema "University career":

Osagie, Tony O. University courses & career guidance. [Benin City: T.O. Osagie & Co., 1985.

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Geggus, Caroline. University training and career opportunities, 1985. Pretoria: Human Sciences Research Council, 1986.

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Pollard, Emma. Next choices: Career choices beyond university. Brighton: Institute for Employment Studies, 2004.

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Western Washington University. Alumni Association. Career network directory. [Bellingham, Wash: Western Washington University, Alumni Association, 2005.

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Herr, Edwin L. Handbook for the college and university career center. Westport, Conn: Greenwood Press, 1993.

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Bennett, Mary Woods. A career in higher education: Mills College, 1935-1974. Berkeley, Calif: University of California, Regional Oral History Office, 1987.

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Clarence, Brown, Groger Lisa e North Carolina Central University. Public Administration Program., a cura di. Multidisciplinary career training in gerontology for minorities. Durham, NC: Public Administration Program, North Carolina Central University, 1988.

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Reznik, Semen, Aleksey Chernicov, Ol'ga Sazykina, Irina Igoshina, Vladimir Bondarenko e Vladimir Dorofeev. Career management. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1898406.

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The technologies of managing their own professional career are considered, which allow junior students to actively engage in the educational process and practical activities, to get a prestigious job even during their studies at the university. Special attention is paid to the effective use of their abilities and time, managing their own career and work behavior in the organization. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students of higher educational institutions studying in the areas of training "Management", "Personnel Management", "State and municipal Management", as well as other areas of training.

Davies, John W. Skills for Engineering and Built Environment Students: University to Career. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40423-7.

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Thompson, W. Grant. My naval career 1954-57. [Toronto]: Breakout Educational Network, 2010.

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Capitoli di libri sul tema "University career":

Deshmane, Samata B. "Discrimination in the University in India". In Career Moves, 35–46. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-485-7_4.

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Kinahan, Mary, Julie Dunne e Jean Cahill. "In pursuit of career advancement in academia". In The Gender-Sensitive University, 41–51. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge research in gender and society: Routledge, 2020. http://dx.doi.org/10.4324/9781003001348-4.

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Davies, John W. "A professional career". In Skills for Engineering and Built Environment Students: University to Career, 173–75. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40423-7_18.

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Wunderlich, Bernhard. "Cornell University, 1958–1963". In A Science Career Against all Odds, 201–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-11196-9_7.

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Sternberg, Robert J. "Departmental and university politics." In Starting your career in academic psychology., 201–8. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000013-015.

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Sufka, Kenneth J. "Preparing for a Career at a Research University". In Your Career in Psychology, 103–15. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444315929.ch8.

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Dewi, Rahmatika. "University Graduates’ Career Trajectories Amidst COVID-19". In Proceedings of the Tegal International Conference on Applied Social Science & Humanities (TICASSH 2022), 524–31. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-09-1_61.

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Gander, Michelle, Heather Moyes e Emma Sabzalieva. "Working in a University". In Managing Your Career in Higher Education Administration, 11–34. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32833-5_2.

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Zdero, Radovan. "Where Do Engineers Work? University, Industry, Government". In Practical Career Advice for Engineers, 85–91. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003193081-12.

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Marquez, Martha Gonzalez. "About University and Postgraduate Settings". In The Marriage and Family Therapy Career Guide, 91–98. New York, NY: Routledge, 2016. Includes bibliographical references and index.: Routledge, 2016. http://dx.doi.org/10.4324/9781315723044-11.

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Atti di convegni sul tema "University career":

Abelkalns, Ilvis, Agita Abele e Anna Liduma. "Mentoring to Support Athletes’ Dual Career". In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.41.

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Aims: The “Establishment of a Dual Career Mentor Centre in Latvia” project, which was carried out within International University Sports Federation (FISU) framework, aimed to research the opportunity for creating a dual career mentoring centre for higher education institutions (HEIs), taking into account feedback received from student-athletes. It also aimed to compare support priorities with similar studies carried out previously. Methods: Theoretical method – study of theoretical sources. Empirical method – analysis of a dual career survey. The research comprised student-athletes from seven higher education institutions in Latvia. Results were analysed with the SPSS data processing software program. Results: Data analysis allowed the authors to conclude that student-athletes need support for the provision of sports infrastructure (n-51 before, 63%). Additionally, prior to starting studies, student-athletes need more information about study opportunities in higher education institutions in Latvia (n-61, 75%). It is confirmed by the fact that even though the information on education has mainly been sought on the internet (n-69, 88%), the respondents still could not find relevant information on dual career opportunities in any of the universities. The results suggest that HEIs promote the development of dual career education centres, which would support dual career by providing information on study programmes, universities, and opportunities to do sports at high level adapted to high-performance athletes. Therefore, the project “Establishment of a Dual Career Mentor Centre in Latvia” could be of significance for the development of dual careers in Latvia.

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

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FARAGÓ, Beatrix, e Piroska BÉKI. "CONSCIOUS CAREER CHOICE OF THE BOXERS". In 14th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2022. http://dx.doi.org/10.36007/4492.2023.57.

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Grosewald, P. "IBM University Level Technical Education 1992/2000". In IEEE-USA Seventh Biennial Careers Conference 'Change & Competitiveness & Careers. IEEE, 1991. http://dx.doi.org/10.1109/career.1991.631646.

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Rony, Zahara Tussoleha. "Development Model Career Coaching for Graduates University". In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007039702830289.

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Jawhar, Mohamad, Zeina Bitar, Jeremy R. Miller e Shadi Jawhar. "AI-Powered Customized University and Career Guidance". In 2024 Intermountain Engineering, Technology and Computing (IETC). IEEE, 2024. http://dx.doi.org/10.1109/ietc61393.2024.10564423.

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Ilieva, Snezhana E. "Career development orientations of young people in Bulgaria". In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-33.

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Khoroshikh, Valeriya V., e Elvira A. Logacheva. "Career plans of international students studying in Russia". In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-29.

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Weiwei, Li, e Huangfu Caihong. "Career Planning Mode and System Design of University Freshmen". In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.241.

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Mahmud, Mohd Izwan, Salleh Amat e Abu Yazid Abu Bakar. "CAREER INFORMATION SEEKING BEHAVIOR AMONG GRADUATES IN PUBLIC UNIVERSITY". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1287.

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Rapporti di organizzazioni sul tema "University career":

Lenz, Janet. Paraprofessionals in Career Services: The Florida State University Model Technical Report 27. Florida State University Libraries, settembre 2000. http://dx.doi.org/10.17125/fsu.1525967275.

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Solodov, Alexander, natacha peter-stein, Kyle Hartig, Eduardo Padilla, Angela Fulvio e Nathan Shoman. Sandia National Laboratories Early Career University Faculty Mentoring Program in International Safeguards. Office of Scientific and Technical Information (OSTI), settembre 2020. http://dx.doi.org/10.2172/1673453.

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peter-stein, natacha, Alexander Solodov, Azaree Lintereur e Braden Goddard. Sandia National Laboratories Early Career University Faculty Mentoring Program in International Safeguards. Office of Scientific and Technical Information (OSTI), settembre 2019. http://dx.doi.org/10.2172/1763231.

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Prokhorov, Оleksandr V., Vladyslav O. Lisovichenko, Mariia S. Mazorchuk e Olena H. Kuzminska. Developing a 3D quest game for career guidance to estimate students’ digital competences. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4416.

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This paper reveals the process of creating a career guidance 3D quest game for applicants who aim to apply for IT departments. The game bases on 3D model of computer science and information technologies department in the National Aerospace University “Kharkiv Aviation Institute”. The quest challenges aim to assess the digital competency level of the applicants and first- year students. The paper features leveraged software tools, development stages, implementation challenges, and the gaming application scenario. The game scenario provides for a virtual tour around a department of the 3D university. As far as the game replicates the real-life objects, applicants can see the department's equipment and class-rooms. For the gaming application development team utilized С# and C++, Unity 3D, and Source Engine. For object modeling, we leveraged Hammer Editor, Agisoft PhotoScan Pro, and the photogrammetry technology, that allowed for realistic gameplay. Players are offered various formats of assessment of digital competencies: test task, puzzle, assembling a computer and setting up an IT-specialist workplace. The experiment conducted at the open house day proved the 3D quest game efficiency. The results of digital competence evaluation do not depend on the testing format. The applicants mostly preferred to take a 3D quest, as more up-to-date and attractive engagement.

Wroblewski, Angela, e Victoria Englmaier. Gesamtevaluierung bisheriger Karriereförderprogramme der Universität für Weiterbildung Krems. IHS - Institute for Advanced Studies, ottobre 2020. http://dx.doi.org/10.22163/fteval.2020.498.

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The report summarises the results of the evaluation of the three career advancement programmes at Danube University Krems implemented by the Office for Equality and Gender Studies. Danube University Krems is breaking new ground with regard to the development of gender equality measures, as it is the first university in Austria to subject its measures for the advancement of women and gender equality in their entirety to an external evaluation rather than a selected measure.

Des Camp, B. Michael. An Analysis of Professional Roles & Career Patterns of Portland State University School of Social Work graduates, 1964-1975. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.1923.

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Brody, Fern, Judith Brink, Anne Koenig, Dan Przybylak e Berenika M. Webster. Library Impact Research Report: Discovery of Published Information by Early-Career Science Faculty. Association of Research Libraries, novembre 2022. http://dx.doi.org/10.29242/report.pitt2022a.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System conducted a study to understand the information-seeking behavior of early-career faculty in the hard sciences. The team sought to learn how those faculty discover published content and if they use library-purchased commercial databases in the process. Additionally, the team wished to understand how much time and effort researchers invest when looking for content and what pain points they experience. Another objective of this project was to develop and evaluate a methodology for collecting and analyzing information about the library’s role in the research discovery process, for any part of the research life cycle. Thus, the results will guide library services, as well as shed light on ways libraries can support researchers in research discovery.

Chiochios, Maria, Janelle Hedstrom, Katie Pierce Meyer e Mary Rader. Library Impact Practice Brief: Relationship between Library Collections and the Recruitment and Retention of Faculty at UT Austin. Association of Research Libraries, agosto 2021. http://dx.doi.org/10.29242/brief.utaustin2021.

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As part of the Association of Research Libraries (ARL) Research Library Impact Framework initiative, The University of Texas (UT) at Austin Libraries conducted a study to examine the impact of library collections on the recruitment and retention of faculty to the university, and to understand the relationship between institutional resources—especially libraries—and career decision-making of faculty. This practice brief describes the UT team’s literature review and the data gathered through an online survey and one-on-one semi-structured interviews with newly recruited and newly promoted faculty members.

Wroblewski, Angela, e Victoria Englmaier. Absolventinnenbefragung muv. IHS - Institute for Advanced Studies, febbraio 2017. http://dx.doi.org/10.22163/fteval.2017.499.

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Despite some successes, however, there are still barriers for women at universities, which are reflected in the so-called "leaky pipeline", i.e. a decreasing proportion of women the higher their position in the science system. The University of Vienna is also characterised by a pronounced leaky pipeline. The mentoring programme of the University of Vienna - muv - was launched to counteract this development and to support women in entering an academic career. The programme has been continuously evaluated and further developed. This report continues this tradition and provides input for a discussion on the further development of the programme.

Guðmundsdóttir, Hjördís, Maja Brynteson e Sigrid Jessen. Should I stay or should I go? Early career mobility and migration drivers. Nordregio, ottobre 2023. http://dx.doi.org/10.6027/wp2023:71403-2511.

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Where do young people wish to settle down, and why? Recent data show a high level of internal migration among young adults in the Nordic region, with a striking differences in migration intensities between people in their 20s compared to people in their 30s. Exploring current trends in mobility is vital for regional integration and prosperity, planning provisions and projections. The attraction of young individuals from urban areas and university towns to non-metropolitan regions is an important source of economic growth for many regions. The review of young people's mobility behaviour in the early career stage in the Nordic countries highlights that migration decisions are influenced by a set of various push and pull factors, working simultaneously. It is important to understand the background of the mover, where the behavior of the mover is impacted by educational background and industrial specialisation, geographical origin, gender, income-level and civic status. Learning more about current migration drivers and migration aspirations of the early career cohorts in the Nordic countries will help policymakers to shape the future of Nordic labour markets and better prepare the future labour supply and demands in rural areas. This working paper present the main findings from previous studies on migration drivers and will serve as a baseline for the data collection on migration history and migration aspirations of young people in the Nordic countries.