Дисертації з теми "University career"
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1
Van, Reenen Suleila. "Career indecision amongst prospective university students." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/1867.
Анотація:
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)
2
Gordon, Liezel. "Career indecision amongst prospective university students." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51643.
Анотація:
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.
3
Shezi, Siphesihle Elton. "Factors that influence university students’ career decisions." Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1490.
Анотація:
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, 2013The 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.
4
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.
Анотація:
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.
5
Sun, Jing, and 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.
Анотація:
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.published_or_final_version
Education
Doctoral
Doctor of Philosophy
6
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.
7
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.
8
Liu, Hong, and 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.
Анотація:
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.
9
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.
Анотація:
Magister Commercii - MComOne 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.
10
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.
11
Buyukgoze, Kavas Aysenur. "Testing A Model Of Career Indecision Among University Students Based On Social Cognitive Career Theory." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613303/index.pdf.
Анотація:
The aim of the current study is to investigate the some potential factors that contribute to career indecision of university students. In accordance with that, a mediational causal model based on Social Cognitive Career Theory (SCCT) was proposed to testa) the direct and indirect relationships of locus of control, perceived parental attitudes, career decision-making self-efficacy, and career outcome expectations with career indecision and b) to what extend the combination of these variables explain career indecision. The sample of the study was composed of 723 (338 female, 383 male, 2 unspecified) university students. Demographic Information Form, Career Decision Scale, Career Decision Self-Efficacy Scale Short-Form, Career Outcome Expectations Scale, Parental Attitudes Scale, and Rotter
12
Branscome, Eric E. "Music Career Opportunities and Career Compatibility: Interviews with University Music Faculty Members and Professional Musicians." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28398/.
Анотація:
This study used a semistructured interview schedule to identify the music career opportunities available to students who graduate with an undergraduate music degree, and the skills, interests, work values, and personal characteristics that may determine a person's suitability for these music careers. Six university faculty members from each of the 11 NASM-accredited undergraduate music degree fields participated in the study (n = 66). Fourteen professional musicians who were recommended by these faculty members also participated in the study. Concerning the musical and non-musical skills that may determine a person's suitability for a music career, participants consistently noted the importance of performance skills in their respective fields. Participants also consistently cited people skills, and noted that most musicians interact with people on a daily basis, and use people skills to build social networks that may lead to employment. When asked about the interests that may lead someone to a music career, participants commonly cited the importance of good high school ensemble experiences in students' music career decisions. Concerning the rewarding aspects of music careers, many participants noted that they were more rewarded by the ability to support themselves doing what they loved, than by fame or wealth. Concerning the personal characteristics that may determine music career compatibility, participants noted that tenacity is essential to contend with intense competition, extended periods of unemployment, and other common struggles of professional musicians. When asked about music career opportunities in their respective fields, participants reported numerous music careers, some of which were excluded from previous music career inventories. In addition, participants noted that there may be careers for non-musicians in some music career fields. Participants also noted that some music careers may be listed in more than one music career field, creating potential confusion for music career advisors. Finally, participants noted transitions in many music careers that may change the professional expectations of these careers.
13
Gale, Helen. "The influences on early career academics which affect their career paths in a post-1992 university." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551667.
Анотація:
This thesis looks at the influences on the academic career paths of new lecturers over a period of their first five years of employment in higher education. It is based in one single post-1992 university. An analysis offitty-three critical incidents articulated by seventeen early career academics reveals an individualised lived experience, showing the influence of teaching, the post-graduate certificate in learning and teaching, peers, research and publishing, and the institution to varying degrees. These five influences are linked to three role identities: the teacher, the educationalist and the academic. It is suggested that for these early career academics, there is little evidence of strong collegial and disciplinary structures and that relations with students and the teaching arena are much more central in defining the academic's everyday existence. It is also suggested that there is no automatic assumption of an academic role identity and that the transition from appointed lecturer to 'academic' is a step change rather than a progression.
14
Bester, Jonell. "The perception of career barriers among South African university students." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6719.
Анотація:
Thesis (MA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: It has become evident over the past several years that there are a substantial number and a variety of career-related barriers that individuals perceive and experience in the workplace and that consequently interfere with their career development. Up to date, a vast amount of studies have investigated and reported on this topic world wide, yet little research has been gathered regarding the career-related barriers that South African citizens, especially students from higher educational institutions, perceive or experience. The aim and purpose of this quantitative research study was therefore to explore the diverse barrier perceptions and experiences of South African university students by means of determining the degree to which a range of internal and external barriers would hinder or has hindered their career development and whether these barriers (a) vary by gender, (b) vary by race/ethnicity and (c) vary by course level or academic year of study. In order to meet the study objectives and answer the three primary research hypotheses (a, b and c), respondents were invited via electronic mail to participate in a once-off online survey which consisted of a demographic questionnaire and the Career Barriers Inventory-Revised (CBI-R) (Swanson, Daniels, & Tokar, 1996). The results of the three primary research hypotheses indicated that the nature or type of career-related barriers perceived and experienced by the sample of South African university students (N = 1897) differed significantly among gender, racial-ethnic groups and course level or academic year of study. Significant gender differences were found on all 13 CBI-R scales, racial-ethnic differences on 9 of the 13 CBI-R scales (both assessed by means of a one-way independent ANOVA) and course level or academic year of study differences on 3 of the 13 CBI-R scales (measured by Spearman’s correlation coefficient). The present research study therefore revealed descriptive and exploratory baseline data regarding the perceived career barriers among South African university students and clearly demonstrated the CBI-R’s validity and applicability in the South African student context. Awareness of these students’ barrier perceptions can be a useful tool in planning and developing future intervention strategies for coping with and overcoming obstacles to their career progress.
AFRIKAANSE OPSOMMING: Oor die afgelope paar jaar het dit aan die lig gekom dat daar ‘n groot aantal en ‘n verskeidenheid loopbaanverwante hindernisse is wat individue waarneem en ondervind in die werksplek en wat gevolglik inmeng met hul loopbaanontwikkeling. Tot op hede is daar ‘n groot aantal studies wat hierdie onderwerp wêreldwyd ondersoek en daaroor berig het, tog is daar slegs ‘n klein hoeveelheid navorsing gedoen met betrekking tot die loopbaanverwante hindernisse wat Suid-Afrikaanse burgers, veral studente in hoëronderwys opvoedkundige instellings, waarneem en ondervind. Die doel en voorneme van hierdie kwantitatiewe navorsingstudie was gevolglik om die diverse hindernispersepsies en -ervarings van Suid-Afrikaanse universiteitstudente te bestudeer deur die graad te bepaal waartoe ‘n verskeidenheid interne en eksterne hindernisse hul loopbaanontwikkeling sal bemoeilik (of reeds het) en of hierdie hindernisse (a) verskil van geslag, (b) verskil van ras/etnisiteit en (c) verskil van kursusvlak of akademiese jaar van studie. Om aan die doel van hierdie studie te voldoen en die drie primêre navorsingshipoteses (a, b en c) te beantwoord, is respondente deur middel van elektroniese pos uitgenooi om aan ‘n eenmalige aanlyn-opname deel te neem wat die voltooing van ‘n demografiese vraelys en die Career Barriers Inventory-Revised (CBI-R) (Swanson, Daniels, & Tokar, 1996) behels het. Die resultate van die drie primêre navorsingshipoteses het aangedui dat die aard of tipe loopbaanverwante hindernisse wat deur die steekproef Suid-Afrikaanse studente (N = 1897) waargeneem en ondervind word, beduidend verskil ten op sigte van geslag, ras/etniese groep en kursusvlak of akademiese jaar van studie. Beduidende geslagsverskille is gevind op al 13 CBI-R skale, ras/etniese verskille op 9 van die 13 CBI-R skale (albei geassesseer deur middel van ‘n eenrigting onafhanklike ANOVA) en kursusvlak of akademiese jaar van studie verskille op 3 van die 13 CBI-R skale (gemeet deur Spearman se korrelasie koëffisiënt). Die huidige navorsingstudie het dus beskrywende en ondersoekende grondslag-data aangaande die waargenome loopbaanhindernisse van Suid Afrikaanse studente onthul en het duidelik die CBI-R se geldigheid en toepaslikheid in die Suid-Afrikaanse studente-konteks gedemonstreer. Bewustheid van hierdie studente se hindernispersepsies kan ‘n nuttige maatstaf wees in die beplanning en ontwikkeling van toekomstige intervensiestrategieë vir die hantering en oorwinning van struikelblokke tot hul loopbaanvordering.
15
Naylor, Karen. "University educated Asians in Bradford : career aspirations and spatial mobility /." Leeds : University of Leeds, 2006. http://0-www.leeds.ac.uk.wam.leeds.ac.uk/library/secure/counter/geogbsc/200506/naylor.pdf.
16
Balin, Elif. "The Role Of Perceived Career Barriers And Gender In Predicting Commitment To Career Choices Of University Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609560/index.pdf.
Анотація:
The purpose of the present study was to examine the role of gender and perceived career barriers in career commitment of university students. Participants were 437 (231 females, 206 males) volunteered students from the five faculties of Middle East Technical University (METU). A pilot study was carried out with 285 (122 males and 163 females) volunteered students of METU for the adaptation of Commitment to Career Choices Scale (CCCS). The results of exploratory factor analysis yielded a 28&ndashitem scale with two factors
Vocational Exploration and Commitment (VEC) and Tendency to Foreclose (TTF). As for the main purpose of the present study, CCCS was administered to the students together with the Perceived Career Barriers Qustionnaire measured by 11 barriers identified by the researcher as personality characteristics, interests, ability, gender effect, vocational knowledge, economic gain opportunity, employment opportunity, work conditions, other life choices (e.g., marriage, child, etc.), expectations of family and expectations of partner. The results of multiple regression analysis revealed that VEC scores as measured by CCCS were predicted by three independent variables of vocational knowledge, employment opportunities and personality characteristics. This result indicated that the students who had high perception of barrier on vocational knowledge, employment opportunity and personality characteristics had low commitment to their career choices. The second regression analysis revealed that TTF scores as measured by CCCS were predicted only by employment opportunities, indicating that the students who had higher perception of employment opportunity as a barrier also had lower level of tendency to foreclose and they had a tendency to evaluate different career options. Findings are discussed within the framework of career counseling research and practice.
17
Browne, Peters Lisa. "Early career transition among education graduates." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64770.pdf.
18
Davis, Sheryl Wiggins. "Career paths of female superintendents in Georgia." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2006/jesse_w_davis/Davis_Jesse_W_200608_edd.pdf.
Анотація:
Thesis (Ed.D.)--Georgia Southern University, 2007."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 131-152) and appendices.
19
Shea, Tracey M. "Career education in the elementary school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54959.pdf.
20
Rapp, Christina M. "Understanding the career-ending injury a phenomenological analysis /." Click here to access thesis, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/christina_m_rapp/rapp_christina_m_200701_ms.pdf.
Анотація:
Thesis (M.S.)--Georgia Southern University, 2007."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Daniel R. Czech. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 59-62) and appendices.
21
Chetty, Candice. "Storying the career development of black South African female university students." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021056.
Анотація:
Career psychology in South Africa has traditionally been constituted by assessment methods, counselling practices and research objectives of a modernist-positivist paradigm. This paradigm has been limited in its consideration and integration of the broad range of contextual factors that may influence the career development of individuals. This study is based on the Systems Theory Framework of career development, an overarching theoretical framework of career development that is able to acknowledge the complexity of career development processes and assist in engaging with contexts of that complexity. Seven Xhosa-speaking Black South African female university students were invited to story their career development within their unique individual contexts. In collaborating with the participants, the study adopted an exploratory collective case study research design. The My Systems of Career Influences reflection process was primarily used to obtain the qualitative data. Based on the need that arose in the career counselling process, the quantitative data were generated from the Values Scale (VS), the Life Roles Inventory (LRI), the Commitment to Career Choices Scale (CCCS), and the Jung Personality Questionnaire (JPQ). The study is particularly relevant given the growing need for the development of non-discriminatory career assessment and counselling collaborations between counsellors and clients who need to navigate unique and diverse South African contexts. Key words: career counselling, career development, constructivism, My System of Career Influences (MSCI), narrative career counselling, qualitative career assessment, South African female university students, storytelling approach, Systems Theory Framework (STF).
22
MacGuire, Robert M. Cameron. "The career pattern and profile of Canadian university chief executive officers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0018/MQ29499.pdf.
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MacGuire, Robert Cameron. "The career pattern and profile of Canadian university chief executive officers /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35310.
Анотація:
The objective of this study was to determine the career pattern and profile of Canadian university CEOs. As well, it was anticipated that a career pattern model and profile for future research would be developed. A survey design was employed. Sixty-one of 83 CEOs provided usable data. A 22 item questionnaire was developed to elicit data concerning their career patterns and profiles. Data were converted into 31 items for statistical analysis. It was concluded that CEOs' careers followed either an academic or administrative pattern. The typical CEO began their career as an educator, and continually moved toward administrative positions, typically in higher education institutions. The typical CEOs' was a male, 54 years old, married, Christian (Protestant), with an earned doctorate in a Profession or Humanities fields from an institution outside of Canada. The development of a"career tree" model was the salient finding of the study.
24
Quinlan, Colleen. "Women's Career Development: The Lived Experience of Canadian University Women Presidents." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353006797.
25
Slight, Claire Louise. "Exploring the university to career transitions of UK music postgraduate students." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/13219/.
Анотація:
This thesis explores the experience of studying taught music master’s degrees by observing both student and higher education perspectives. Little is currently known about the career transitions of taught postgraduate students, as until recently research has tended to focus upon undergraduates and research postgraduates. Additionally, much of the research on musicians’ career transitions has considered music education and performance students. The current thesis focuses upon musicology and music psychology degrees which were non-vocational and lacked compulsory music-making course content. A two stage study was conducted. Stage one involved longitudinal interviews with sixteen student participants who were all enrolled at three English institutions at the beginning of the study. Participants took part in four semi-structured interviews at six month intervals. The aim of these interviews was to observe the students’ experiences during and after their master’s study. Alongside this, stage two aimed to explore the higher education perspective by interviewing course tutors and careers advisors attached to each of the students’ courses. Qualitative analytical methods were used and a social psychology perspective was taken when considering the student experience. This approach highlights the reciprocal interaction between the self and the social environment. The career transition involved a period of personal and vocational development during which individuals were transformed through learning. Participants were motivated to realise a greater sense of personal fulfilment by pursuing their interests and achieving personal goals. The participants’ confidence in their professional practice increased and they developed greater self-awareness which was beneficial when deciding upon career plans. However, students’ coping methods and the extent of their exploration impacted upon their experiences of studying and the career transition. The results highlight the need for clear pre-enrolment information and flexible course structures in order to support students’ developing professional identities.
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Kweyama, Nqobile Immaculate. "Factors influencing career choice among students at the University of Zululand." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1488.
Анотація:
A mini-dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2016This study examined the factors influencing career choice. The objectives of this study were to determine factors influencing career choice among the University of Zululand students. Secondly, to find out whether there are any relations between career choice and the following variables; gender, age and race and, finally, to determine the agreement among ranks assigned by students to social institutions. The methodology of the study comprised of field and case study research design. SPSS was used to analyse data which consisted of 200 participants who correctly responded to the questionnaires. The sample was selected from the first year students at the University Of Zululand (UNIZULU). The findings indicated that mothers and the media played a role in influencing students in their career choice. Students agreed that the home played the greatest role in choosing their careers. Most students had a positive perception of their chosen career. Finally, variables such as age, gender and race did not play a significant role in choosing a career amongst this particular group of students.
27
Dorji, Jigme Arisara Leksansern. "Factors affecting career aspirations of secondary school leavers in Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938011.pdf.
28
Kande, Ndeye Mariama. "Les facteurs déterminants de la carrière des enseignantes chercheures : une approche genre organisation système (gos) intégrée : cas de l'UCAD." Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30089/document.
Анотація:
Notre étude s’intéresse particulièrement à la construction de carrières des enseignants chercheurs du supérieur en général et plus particulièrement de celle des femmes universitaires au Sénégal. nous tentons de répondre aux questions suivantes: Quels sont les facteurs à l’origine des différences de carrière constatées entre hommes et femmes à l’UCAD? Les objectifs poursuivis dans ce travail de thèse sont doubles. D’abord d’étudier la carrière des enseignants chercheurs dans une approche genre afin d’identifier les principaux déterminants de cette carrière. Cette étude vise à comprendre vraisemblablement les raisons du non avancement des EC (en particulier des femmes), de la sous représentativité des femmes dans le milieu académique. Ensuite, cette étude vise également à faire un état des lieux de la situation universitaire afin de répertorier tous les problèmes susceptibles d’affecter la carrière des enseignants chercheurs et tenter de préconiser des solutions offrant par la même occasion des opportunités de carrières scientifiques surtout aux femmes.Comment se construit la carrière des enseignants chercheurs au Sénégal ?Pourquoi les enseignants chercheurs ont-ils des difficultés à progresser dans leur carrière ? en ce qui concerne le cadre théorique et conceptuel,des auteurs ont essayé de situer la carrière des enseignants chercheurs et sont arrivés à une conclusion. La carrière universitaire est à cheval entre la carrière traditionnelle et la carrière nomade. Les activités universitaires se résument en deux contraintes : la première reste l’organisation de l’enseignement et de la recherche, la seconde est liée à l’académie qui donne une place particulière à la recherche et aux promotions professionnelles, (Le Guyader, 2005). Cette dernière contrainte renvoie à l’évolution de carrière des enseignants chercheurs.Nous avons passé en revue les différentes théories de carrière et essayé de conceptualiser la notion de carrière.Nous avons aussi mis en relief l’aspect Genre Organisation Système de Fagenson (1993). Cette approche a orienté notre revue de la littérature, notre approche méthodologique et l’analyse des résultats. Nous sommes inscrites dans une posture interprétative. en effet Nous avons opté pour une démarche qualitative inductive interprétativiste. Nous avons choisi comme cas d’étude l’université UCAD et ses 6 facultés puisqu’elle est l’université qui compte plus d’EC et l’université de référence au Sénégal. comme méthode de collecte des données nous avons les entretiens semi directifs et les récits de vie et les techniques de l'analyse de contenu seront mises à contribution pour le traitement de ces donnéesThis study is interested particularly in construction of careers of the teachers of the superior and more precisely of that of the university women. It relates to the way in which the women could be interested more in the university careers and take part in the development of the scientific research
29
Sekole, Mohlatlego Glostine. "The career progression of masters in business administration (MBA) graduates: the case of university of Limpopo graduates between 2007 and 2011." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/2596.
Анотація:
Thesis (MBA.) -- University of Limpopo, 2015The contribution of an MBA degree on career mobility in South Africa is of importance and exhibits strong interest from academics, business and public space. Many people believe that an MBA can help for any managerial position especially in cooperate business set up in terms of upward career mobility and skills acquisition. This study wanted to find out if indeed qualifying with an MBA degree helps graduates to move upward, get better salaries and benefits and feel more skilled.This study was conducted using graduates from the Turfloop Graduate School of Leadership, University of Limpopo, who graduated between 2007 and 2011. A total of 44 participants responded. The results mainly indicated that the MBA qualification does help in helping graduates feel better capacitated and ready for managerial positions. The qualification also helps with higher positions and/or salaries. However, for candidates to realise those better positions they mostly need to move to other organisations or even other provinces.The study recommends that another study focused on more universities that offer MBA in South Africa be carried out to compare the career advancement of graduates from all these universities. Another one that focuses on the reasons why career progression is not mostly realised in organisations within which candidates worked prior to getting an MBA degree is also recommended.
30
Medin, Jonas. "Career- And Vocational Guidance At Beijing Normal University : A Minor Field Study." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80827.
Анотація:
The field study explores the experiences that Chinese students at Beijing Normal University have fromCareer Orientation (CO) and examines the purpose that career teachers at the university have in theCO-work. Interviews with three career teachers and five students were done.The results show that all of the students had experiences from CO in different forms. However, mostof the experiences that the students had from CO were connected to lectures about work possibilitiesand preparations rather than one-on-one career guiding sessions with a career teacher. Furthermore,the experiences also showed that the work that was done by the career teachers was much focused tothe end of the student’s education and the transmission from education to labor market.
31
Post, Angela Solveiga. "Women's career choices and development at the transition point of university graduation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61158.pdf.
32
Bird, Elizabeth. "The career destinations of Open University secondary postgraduate Certificate of Education students." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548066.
Анотація:
The aim of this thesis is to provide an overview of and commentary on recruitment and entry to the teaching profession in England of mature trainees during a decade and a half between 1993 and 2008. It seeks to answer the question of the extent to which mature entry to the profession is able to contribute to teacher supply in England. While a number of national data sets include data on age, and there have been a number of studies and some media reporting in relation to mature entry, there has been, to date, no full account of mature entry to teaching. This thesis aims to fill that gap by providing a synthesis of the available information, interrogating that synthesis and identifying policy implications and questions for further research. The thesis explores the rhetoric and reality behind the efforts made to attract older entrants to teaching, considering the evidence base on which such campaigns were based. It considers the extent to which policy aims have been successfully met in respect of the employment and retention of those trained as mature trainees, and looks at implications for the future.
33
Olson, Elizabeth M. "An examination of university students' perceptions of their secondary career guidance programs." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsone.pdf.
34
Gilroy, Joseph William. "Understanding Paul Laurence Dunbar a life and career in context /." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03272007-140151/.
Анотація:
Paul Laurence Dunbar was one of the most popular poets of his day. He was highly regarded for his black dialect poetry, which earned him the title, ?poet laureate of his race.? Dunbar?s second book of poetry, Majors and Minors, was even reviewed by the famous critic William Dean Howells. However, despite Dunbar?s popularity, he has also been widely criticized for his black dialect poetry. Many scholars and African-Americans have argued that it is an unsympathetic portrait of blackness meant to appease his paying white readership. This thesis discusses the conditions and circumstances that influenced Dunbar to write black dialect poetry. It places the poet?s life and career in the social, economic, and critical context of the mid-to-late nineteenth century. My research concludes that Dunbar?s intentions for his dialect poetry were misconstrued by William Dean Howells? racially-biased interpretation of Majors and Minors.
35
Russell, Kimberly A. "Virginia Carter Smith: Her Career and Contributions to Advancement in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2449/.
Анотація:
Most research studies of women in the college and university advancement profession measure the number of women in advancement positions, report their corresponding salaries and reflect on the differences between male and female employees in the same position. Little research explores how women achieve high ranking advancement positions and very few provide an analysis of the characteristics, influences and careers of successful female advancement professionals. This dissertation describes the life and work of Virginia Carter Smith, founding editor of the Council for Advancement and Support of Education's award winning publication CURRENTS.
The career and contributions of Virginia Carter Smith are relevant and helpful to advancement professionals in colleges, universities and K-12 institutions. This study explores Smith's formative years as a child, describes her educational and extra-curricular preparation and identifies individuals who influenced her life and provided direction for her future. It also examines Smith's role in the formation and direction of CASE and CURRENTS. Smith successfully launched CURRENTS in 1975 when few women held senior-level positions in advancement-related fields. With Smith's contributions, CASE became the dominate professional organization for advancement professionals working in educational institutions, and CURRENTS continues to be an exemplary professional development periodical for individuals working in advancement.
This study also examines how Smith promoted qualified individuals, particularly women, to senior-level positions in colleges and university advancement offices. Hundreds of women and men in the profession claim that Smith's served as a role model or mentor to them. Smith contributed to the increase of women in advancement offices nationally over the last twenty years. Her high standards for herself and for other development officers helped professionalize the field for everyone.
36
Watkins, Delmas Lee. "Implementing career academies ina large, comprehensive high school." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/delmas_l_watkins/watkins_delmas_l_200708_edd.pdf.
Анотація:
Thesis (Ed.D.)--Georgia Southern University, 2007."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Charles Reavis. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 131-137) and appendices.
37
Ammons, Mark Joseph. "Comparison of career statistics and season statistics in major league baseball." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2007/mark_j_ammons/Ammons_mark_j_200801_ms.pdf.
Анотація:
Thesis (M.S.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Under the direction of Pat Humphrey. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 79-80) and appendices.
38
Werner, Beverly K. "The impact of a career intervention in a learning community on the career thoughts and career decision self-efficacy of undeclared or undecided first-year university students /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.
39
Borcherding, Audrey. "A study of student satisfaction of UW-Stout Career Services." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009borcherdinga.pdf.
40
Pirjan, Sevetlana S. "Making history and overcoming challenges| The career pathways and career advancement experiences of female provosts in the California State University system." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141722.
Анотація:
The California State University (CSU) system is the largest public university system in United Sates. In 2014, female student population was 56% and 42% were male. Overall, there are higher percentage of female students than male students in the CSU system, yet there are only 10 female Provosts in the CSU system. The purpose of this qualitative study was to explore and describe the career journeys of women Provosts in the CSU system in order to learn more about: (a) what factors have motivated these women to executive leadership roles in the CSU system, (b) their career pathways, (c) any obstacles they may have encountered and addressed on their career pathways, and, (d) any mentoring support they may have received on their career pathways. This study described the career journeys of seven female CSU Provosts.
This study was a qualitative portraiture design. Interviews consisting of 16 questions were conducted in person or over the phone. Nine themes emerged from the analysis of the interview. The themes were prior leadership experience, the mission of the CSU system, traditional and non-traditional career pathways, being female, balancing family and career, gender-based obstacles, formal and informal mentoring, and lastly female mentoring.
This study had four conclusions. First, CSU women Provosts concluded that the CSU mission and vision motivated women to their current role and the connection to the system. Second, the CSU system supports both traditional and non-traditional pathways to the Provost position. Third, like other women leaders, CSU Provost continue to face challenges in their executive career pathways. The main conclusion for the challenges was balancing family and career, in addition to gender-based obstacles. Finally, the study concluded that women CSU Provosts had role models and different styles of mentorship throughout their education and career pathway towards leadership roles.
41
Whalen, Calvin W. "Career aspirations, future expectations, and immediate career plans of Level III students from selected rural and urban schools in Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54971.pdf.
42
Sima, Ayanda Smangele Lucricia. "The influence of family birth order on the career choices of students at the University of Zululand." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1612.
Анотація:
A dissertation submitted in the Faculty of Education in partial fulfilment of requirements for a Master’s degree in Educational Psychology at the University of Zululand, 2017.The current study examines the influence of family birth order on the career choices of students at the University of Zululand. The objectives of the study were: • To establish the extent to which family birth order influence students’ career choices. • To determine whether there is a relationship between the students’ characteristics such as age, gender, race and their career choices. Data was collected using both qualitative and quantitative methodology. The convenience sampling was employed in selecting the thirty students for the study. To collect data unstructured, semi-structured interview questions were formulated and a self-administered questionnaire to address objective number two, Interview questions consisted of close-ended and open-ended questions-which were conducted to the students in determining the influence of their family birth order on their career choices. Qualitative data analysis was employed in order to draw conclusion about the influence of the students’ family birth order on their career choices. Research findings led to the following inferences: Family birth order of students has an influence on their career choices. Some students believed that had they been born before or after their original birth order in the family, they would have chosen a different career. Others believed their birth order position had somehow pressured them to choose different a career from what they had always wanted to do. Other students mentioned that even though their birth order was that of a youngest child in the family, they somehow felt the pressure that is said to be expected by the first born in the family; hence they chose careers that were typically assumed by the first-borns. The findings also revealed that some participants chose their careers because their siblings had followed the same career paths and so they felt it was better to pursue similar a career path as their siblings. Age was one of the factors that might have had an influence on their career choices, the students revealed that their age did play a significant role on their career choices, that if it was not for their age they would have chosen their seemingly “dream careers”. The findings revealed that most students felt their race had an influence on their career choices and that they still felt that if they were a different race, more opportunities were going to be offered to them to choose the careers they wanted. The results revealed that there is a gap between career orientation and the students’ career choices. The findings also revealed that there is a need for psycho-career education for students at the university right from before they enroll in their first year. Based on the findings, recommendations for career counseling, psycho-career education, a more active career guidance center were put forward in order to empower students with career guidance and development.
43
Bowen, Hustedt Michele Ann. "The life and career of Himie Voxman." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/465.
44
Boland, Jessica Kate. "The influence of chance on career decisions of university-educated men and women /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb687.pdf.
45
Grygo, Marta, and University of Lethbridge Faculty of Education. "An examination of selected factors influencing the career decisions of Aboriginal university students." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/261.
Анотація:
This study documents and analyses Aboriginal post-secondary students' perceptions of selected influences on their career development and planning. Six areas are examined: 1) parental influence; 2) teacher influence; 3) peer influence; 4) ethnic and gender expectations; 5) academic self-efficacy; and 6) the role of negative social events. A questionnaire based on the Career Interest Inventory (Fisher & Stafford, 1999) was administered to 150 undergraduate students. Three factors were significant for this population: 1) positive influence in the form of support from parents, teachers, peers, and students' academic experiences and self-efficacy; 2) negative social events in the context of having friends in trouble with the law, addictions, teen pregnancy, indifference to schooling, dropping out of high school, and deaths of friends; and 3) ethnic and gender expectations emanating from parents and teachers. Based on these findings, directions for further research, and implications for counselors and educators, are outlined.viii, 63 leaves ; 29 cm.
46
Naidoo, Anthony Vernon. "Factors affecting the career maturity of African-American university students : a causal model." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862292.
Анотація:
Since the 1970s, several researchers have questioned the applicability of theories of career development based on research with White males to women, minority group members, andindividuals from low socioeconomic milieus. This study examined the validity of D.E. Super's theory of career development in an underresearched subject population, African-American male and female university students. A conceptual model of career maturity composed of determinants derived from Super's theory (1953, 1972, 1990) and based on research with Caucasians was hypothesized and examined. The rationale was that finding a good fit of the model that also accounted for a significant proportion of the variance would support the adequacy of Super's theory in explaining the career maturity of African-American students as well.The co-determinants of career maturity in the model were sex, educational level, and socioeconomic status (SES) as exogenous variables, and causality and work salience as endogenous variables. Causality and work salience were depicted as latent variables mediating the effects of the demographic variables on career maturity. The model was tested on a sample of 288 African-American students from freshman to doctoral levels. Additional hypotheses investigated which variables in the model were the best predictors of career maturity, sex differences in commitment to the work-role and in career maturity, and the relationship between SES and career maturity.Structural equation modeling using the EQS software program (Bentler, 1989) indicated that, while a good fit of the hypothesized model was obtained, only 12% of the variance in career maturity was explained by the variables in the model. The results suggested that Super's theory may not be wholly adequate in explaining the career maturity of African-American university students. Only commitment to work and educational level were found to be significant predictors of career maturity. Female students were found to be more committed to the work-role and to be more career mature than male students. In general, African-American students exhibited higher participation, commitment, and value expectations in the role of home and family than for the work-role. No significant relationship between SES strata and career maturity was found. Implications for theory, research, and practice were delineated and variables that may be more salient for African-American students' career maturity were also identified.Department of Counseling Psychology and Guidance Services
47
Pollard, Jacqueline. "A comparative analysis of the career profiles of female college and university presidents." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/2707.
Анотація:
The purpose of this study, a comparative analysis of selected characteristics, was to determine any similarities or differences in the career profiles of females who have been appointed college/university presidents within the past twenty years.
Further, the secondary purpose of this study was to formulate a suggested career development model for women, especially women of color, who aspire to become leaders of institutions of higher learning in the 21st century and beyond.
The data from the questionnaire were collected and coded to compare the relationship, if any, among the selected personal and situational variables by the calculation of means, percentages and frequencies, relative to the three research questions and hypotheses. Tables were used to display the data.
48
Etéus, Mathias, and Erica Hellberg. "Support within a Swedish university dual career program - golf students' and stakeholders' perspectives." Thesis, Högskolan i Halmstad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33595.
Анотація:
Syftet med föreliggande studie var att utforska golf student-idrottares upplevelser av stöd i deras dubbla karriärs miljö från ett helhetsperspektiv. Samt att utforska nyckelpersoners perspektiv på den dubbla karriärens miljö och stödet som finns för golf student-idrottarna, från ett helhetsperspektiv. För att undersöka syftet gjordes två semistrukturerade intervjuguider, en med frågor om fem olika domäner, idrottslig, akademisk, psykosocial, psykologisk och finansiell. Den andra hade frågor i samma domäner samt frågor om strukturen inom den dubbla karriär miljön. Deltagarna i studien var nio golf student-idrottare som tävlade på internationell eller nationell nivå, medelåldern var 21 (SD=1.80), samt tre nyckelpersoner med en medelålder på 41.33 (SD=8.39). Baserad på resultatet har en utvecklad version av Athletic talent development environment model tagits fram. Föreliggande studies slutsats var att student-atleterna upplevde mer stöd än brist på stöd i deras dubbla karriär miljö och att mest stöd gavs inom den idrottsliga domänen.
49
Netolická, Veronika. "The Analysis of the Nestlé Career Counselling Program for University Students and Graduates." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-206968.
Анотація:
The main goal of the thesis is to analyse the current situation of Nestlé Career Counselling program and make proposals which would lead to the increasing quality of this program. The thesis also stated to secondary aims. The thesis is structured into a theoretical and a practical part. The theoretical part of this thesis aims at mapping the theoretical background of Career Counselling. It is divided into two chapters. The First chapter describes the theoretical framework of Career Counselling including history of Career Counselling and Current Situation also describing the characteristics of Generation Y. The Second chapter describes Types of Career Counselling concentrating on Institutional and Corporate Career Counselling. The Practical part is also divided into two chapters. First the company Nestlé is described, including also the history and Nestlé needs youth initiative. The Last chapter deals with Nestlé Counselling, the development of the program is mapped and analysed. Furthermore, the analysis of statistical date and students´ survey were conducted. Finally, the SWOT analysis of the program is done and there have been made proposals for the year 2016.
50
Grygo, Marta. "An examination of selected factors influencing the career decisions of Aboriginal university students /." access title online, 2006. http://hdl.handle.net/10133/261.