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1
Gander, Michelle. "The hybrid career concept: creating hybrid career pathways." Career Development International 26, no. 7 (October 8, 2021): 853–68. http://dx.doi.org/10.1108/cdi-07-2020-0189.
Анотація:
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.
2
Azhenov, Askar, Tomas Chech, and 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.
Анотація:
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.
3
Kinash, Shelley, Linda Crane, John Capper, Mark Young, and 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, no. 1 (August 23, 2017): 3–21. http://dx.doi.org/10.21153/jtlge2017vol8no1art584.
Анотація:
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.
4
Mcilveen, Peter, Bradley Everton, and John Clarke. "University Career Service and Social Justice." Australian Journal of Career Development 14, no. 2 (July 2005): 63–71. http://dx.doi.org/10.1177/103841620501400210.
Анотація:
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.
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Trimble, Allyson, Amie Imler, Chad Carr, and Jason M. Scheffler. "488 Career Awareness of Incoming University of Florida Animal Science Majors." Journal of Animal Science 99, Supplement_3 (October 8, 2021): 215. http://dx.doi.org/10.1093/jas/skab235.391.
Анотація:
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.
6
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, no. 21 (November 15, 2023): 205–20. http://dx.doi.org/10.22251/jlcci.2023.23.21.205.
Анотація:
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.
7
Ware, Mark E. "Assessing Students' Career Needs at a Small Private University." Teaching of Psychology 13, no. 4 (December 1986): 185–88. http://dx.doi.org/10.1207/s15328023top1304_3.
Анотація:
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.
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Gander, Michelle, Antonia Girardi, and Megan Paull. "The careers of university professional staff: a systematic literature review." Career Development International 24, no. 7 (November 11, 2019): 597–618. http://dx.doi.org/10.1108/cdi-07-2018-0191.
Анотація:
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.
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Russo, Angela, Robert G. Valls-Figuera, Andrea Zammitti, and Paola Magnano. "Redefining ‘Careers’ and ‘Sustainable Careers’: A Qualitative Study with University Students." Sustainability 15, no. 24 (December 11, 2023): 16723. http://dx.doi.org/10.3390/su152416723.
Анотація:
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.
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Choate, Julia, Maria Demaria, Michelle Etheve, Sandy Cran, and 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, no. 2 (July 16, 2019): 86–103. http://dx.doi.org/10.21153/jtlge2019vol10no2art788.
Анотація:
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.
11
Efimova, G. Z. "Barriers to Academic Career Development for University Teachers." University Management: Practice and Analysis 25, no. 4 (March 19, 2022): 55–74. http://dx.doi.org/10.15826/umpa.2021.04.036.
Анотація:
Barriers to Academic Career Development for University TeachersThe relevance of the issue in the present study is determined by the fact that it is difficult to engage and retain employees (including young ones) in the academic sphere because of various career barriers, which complicate pursuing a career in higher education. The study was conducted using the method of expert interviews with 108 full-time employees of Russian universities including administration, management, academic and teaching staff. These interviews identified the key barriers to academic careers for researchers and also classified these barriers. Presented findings can be useful for HR departments of higher education institutions for building various career paths for the employees of different ages, or for identifying specific types of barriers in career development to be overcome. The results of the study are relevant for academic and teaching staff interested in career development. The prospect of further research is to conduct a quantitative analysis based on the questionnaire results received from interviewing academic and teaching staff with the use of the proposed classification of academic career barriers.
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Gander, Michelle. "A Holistic Career Framework: Integrating Bourdieu and career theory." Australian Journal of Career Development 31, no. 1 (April 2022): 14–25. http://dx.doi.org/10.1177/10384162211070081.
Анотація:
This study sets out to argue for the interplay between structure and agency to create a deeper understanding of careers. Using Bourdieu's Theory of Practice as an integrative framework for career theory, this study sets out to answer two questions: (1) does the concept of a Holistic Career Framework add value to the career debate by placing emphasis on both agency and structure? (2) does a Holistic Career Framework help link theory with practice? One hundred and thirty-nine career stories from university professional staff were analysed using a narrative approach, coded and thematically analysed for overarching patterns. The Holistic Career Framework was used as a lens to further understand individual career needs and decisions. By analysing the career stories of university professional staff, and understanding the context in which they operate, a deeper understanding of career behaviour and decision-making is provided.
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Ariyani, Dessy, and Deliza Henny. "PERSEPSI MAHASISWA ATAS PROFESI AKUNTAN PUBLIK DENGAN MINAT BERKARIR DI KAP BIG 4, KANTOR AKUNTAN PUBLIK, DAN BIDANG AUDIT (STUDI PADA MAHASISWA AKUNTANSI DI DUA PERGURUAN TINGGI SWASTA)." Jurnal Akuntansi Trisakti 2, no. 2 (September 7, 2015): 113. http://dx.doi.org/10.25105/jat.v2i2.4898.
Анотація:
<p><em>The purpose of this study is to analyze the impact of perception of public accounting perception profession, including accounting on accounting students interest for pursuing career in the field of auditing. Sample for this study consist of 150 respondent from two university in Jakarta, Trisakti University and Tarumanegara University. Multiple regression technique was used for hypotheses testing.</em><em> </em><em>The results of the study showed that the accounting scandals did not have a significant influence with the interest of students to work in the big 4 public accounting firm, a career in 4 public accounting firm, and a career in Auditing field . This happens because they assume that the accounting scandals just as perception only and not be able to reference the background of their future careers. However, that has a significant influence with the interest of students to work in Big 4 public accounting firm , a career in public accounting firm and a career in the field of audit is students' perceptions about the accounting profession because they believe that work or a career in the Big 4 public accounting firm, public accounting firm, and the field audit is good for beginning of career path where they want jobs that correspond to their abilities and skills, and be able to gain an advantage in career, financial and other needs. whereas the perception of Big 4 public accounting firm only has a significant influence with the interest of students for pursuing career in public accounting firm where the higher of student perception of Big 4 public accounting firm they will be increasing the interest of accounting student for pursuing carrer in public accounting firm.</em><em></em></p>
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Kuoppakangas, Päivikki, Kati Suomi, Elias Pekkola, Jussi Kivistö, Tomi Kallio, and Jari Stenvall. "Theoretical, practical and hybrid ex-academics: Career transfer stories." European Educational Research Journal 20, no. 1 (April 23, 2020): 14–41. http://dx.doi.org/10.1177/1474904120915026.
Анотація:
The academic career stories and trajectories of PhD holders have been widely studied in the context of economic austerity and an oversupply of doctors. However, few studies have investigated career building among ex-academics and how a doctoral degree and university work might affect their career possibilities outside academia. This paper explores the trajectories of ex-academics: PhDs with university work experience who have left academia to pursue non-academic careers. Based on 40 qualitative interviews with ex-academics, their employers and senior university leaders, the study employs a narrative approach to construct five career stories: the Theoretical Endangered Nerd, the Practical Geek, the Chic Hybrid, the Pristine Novice and the Odd Elite. This varied picture of career sensemaking provides new insights into career building among ex-academics.
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Sotnikova, Svetlana I., and Nikita Z. Sotnikov. "The Duality of a University Lecturer Career in the Context of Time Management." Vestnik Tomskogo gosudarstvennogo universiteta. Ekonomika, no. 52 (2020): 139–56. http://dx.doi.org/10.17223/19988648/52/9.
Анотація:
The Russian education system is undergoing a radical transformation of scientific and pedagogical activities. The competitiveness of lecturers and higher education depends on the use of scarce resources – time. The size and structure of the time for career depends on the achievement of economic and social goals of lecturers’ lives, their future and place in the complex hierarchy of human relations. In this context, the need to understand the general nature of lecturers’ time contribution to the processes of harmonization of the dual nature of the career increases. The article analyzes the career of scientific and pedagogical workers in the context of the concept of time management. It aims to substantiate the strategic imperatives of career harmonization. The harmony of the career allows improving the quality of lecturers’ working life, increasing the lecturers’ competitive advantage in the labor market. The research is based on the theoretical analysis of the results of research works, which present the main provisions on the architectonics of time for a lecturer career. The article analyzes data on careers of scientific and pedagogical workers in higher education in Novosibirsk for three years. The knowledge of career time allows understanding career duality and evaluating career harmony. The authors have identified and justified a possible strategy for harmonization of scientific and pedagogical workers’ careers. Career harmonization is based on the assessment of the time prospects on the labor market. The authors come to the conclusion that the size and structure of university lecturers’ career time determine the mechanisms of localization and approval of their competitive advantage.
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Choi, Jieun, and Youngsun Cho. "The Development of Career Self-Directed Program for University Students." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 1 (January 15, 2024): 485–96. http://dx.doi.org/10.22251/jlcci.2024.24.1.485.
Анотація:
Objectives The purpose of this study is to develop a career self-direction improvement program for university students and to verify the effectiveness of the program.
Methods To this end, first of all, prior research related to university students' career self-direction was explored, and the purpose and goal of the program, and the specific session content and method of progress of the program were determined. The effectiveness test of the program was conducted on 40 students from universities in the metropolitan area from March 2, 2023 to June 16, 2023. First, 20 people were assigned to each of the ex-perimental group and the control group, and then a career self-directed program was applied to the experimental group. The university student career self-direction scale (Ji-eun Choi, Yong-sun Cho, 2022a) was used as a tool for verifying the effectiveness of the program.
Results As a result of the study, there were significant differences between the experimental group and the con-trol group in all seven sub-factors of career self-direction (career self-understanding, career responsibility, con-tinuity of career exploration, career acceptance, career information search and resource utilization, career autono-my, and career confidence). In particular, the experimental group showed distinct changes in the area of career information search, resource utilization, and career self-understanding.
Conclusions This study is significant in that it develop a career self-direction improvement program for university students and verified its effectiveness by paying attention to the variable of career self-direction that was not found in previous studies. Through the developed program, it is expected that university students in uncertain work environments will be able to develop their careers on their own.
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Bennett, Dawn, Elizabeth Knight, Sherry Bawa, and Alfred M. Dockery. "Understanding the career decision making of university students enrolled in STEM disciplines." Australian Journal of Career Development 30, no. 2 (July 2021): 95–105. http://dx.doi.org/10.1177/1038416221994312.
Анотація:
This study investigated why university students choose to major in Science, Technology, Engineering, Mathematics, and Medicine/health (STEM(M)) disciplines, and how their study and career-related confidence compares with that of their peers. The study engaged 12,576 students enrolled at Australian universities. The findings suggest that STEM(M) students’ career decision making is guided by their interest in the subject and their intentions to help people. Within the STEM(M) cohort, students in medicine and health were more confident in their career decision making than either their STEM or non-STEM(M) peers. Of interest, they were less aware of alternative career pathways and less prepared to reorient their careers should this be necessary. Female students reported greater confidence than male students in their career decision making, career identity, and career commitment. Implications include the need for career narratives beyond the STEM industries and for career development initiatives that are mindful of disciplinary and gendered differences.
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Efimova, Galina. "Career Strategies for Higher Education Teachers." Sociologicheskaja nauka i social'naja praktika 10, no. 1 (March 30, 2022): 24–40. http://dx.doi.org/10.19181/snsp.2022.10.1.8859.
Анотація:
The article analyses autobiographical essays on key career stages and typical career paths written by Russian university teachers. Motives and attitudes influencing their decisions whether to continue or finish their careers are identified. The article studies career strategies and motivation of academic and teaching staff to be involved in the academic labour market. Based on these results, three key career tracks are formed: 1) intracorporate (classical inbreeding) – university graduates are employed in the same university they graduated from; 2) intraprofessional – university graduates choose to work in the academic field outside their alma mater; 3) mixed (intercorporate) – university graduates may leave the academic field immediately after graduation or sometime later, but then return to the field of higher education as members of academic and teaching staff. The study of the autobiographical essays of academic and teaching staff in higher education has shown that there are eight stages of academic career related to: obtaining higher education, having work experience and subsequent employment, obtaining a Candidate of Sciences Degree or second higher education, career changes after defending a post-graduate thesis, obtaining a PhD and subsequent career changes and becoming a corresponding member or an academician at the state academy of sciences. These stages create a fork in the road (potential opportunity) for academic and teaching staff to follow or to change their career paths. The study was conducted using the method of semi-formalised expert interview with 86 members of academic and teaching staff from five Russian universities – Tyumen State University, Tomsk State University, St. Petersburg Polytechnic University, National Research Nuclear University (MEPhI).
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Fowkes, Leigh. "The impact of career focused online discussion forums." Canadian Journal of Career Development 20, no. 2 (September 1, 2021): 61–68. http://dx.doi.org/10.53379/cjcd.2021.141.
Анотація:
This mixed method research project investigated the impact and utility of online discussion forums (ODFs) hosted by the The Open University (UK) Careers and Employability Services in supporting the career identity, learning and development of Open University students. Despite a substantial evidence base underpinning the use of ODFs within online learning environments for pedagogical applications there is a paucity of scholarly activity linking student participation within ODFs for specific career learning and career development purposes. In addressing this gap, this novel research draws upon influential career theory relating to career learning and career identity to situate student and staff perceptions of careers focussed ODFs and their impact. To achieve this the interactions of higher education students were analysed within six selected ODFs whilst more in-depth insights were captured through student questionnaires and staff interviews. The findings of this study demonstrate the wide-ranging benefits of ODFs for the growth of career identity and learning, and also as a space where critical community inquiry can occur, contributing to deeper approaches to learning for participants.
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Helens-Hart, Rose. "Career Education Discourse: Promoting Student Employability in a University Career Center." Qualitative Research in Education 8, no. 1 (February 28, 2019): 1. http://dx.doi.org/10.17583/qre.2019.3706.
Анотація:
In 2016, Gallup reported 80 percent of recent U.S. college graduates who had visited career services offices (CSO) rated their engagement to be somewhat to very helpful. Quantitative reports such as this provide student views of CSOs, but neither address CSO staff’s perceptions of the value of their work nor the tools they use to assist students. Staff perceptions provide insight into how they communicate with students and align with emerging career education paradigms. Through in-depth interviews and participant observations, this study illuminates the communicative strategies used by CSO staff at a large U.S. Midwestern public university to support student employability. This study extends our theoretical understanding of career education and employability discourse, where staff engaged students’ assumptions about careers and provided opportunities for them to diversify knowledge about themselves and work to develop their career identities. Additionally, career education activities supported the development of students’ social capital and personal adaptability through staying positively focused and proactive in career exploration and job searches. Practical implications for this study are that employability discourse could (1) emphasize how institution-sponsored activities could increase student job seeker competitiveness, but also (2) instill a “no guarantees” academic culture where students are responsible for their employability.
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Mate, Susan, Matthew Mcdonald, Arthur Morgan, Duc-Nhat Hoang, Mita Das, and Nhung Dinh. "Influences on career identity in Vietnamese students at an international university." Australian Journal of Career Development 26, no. 1 (April 2017): 24–31. http://dx.doi.org/10.1177/1038416217697973.
Анотація:
This study considers the career identities of Vietnamese students studying at an offshore (Australian) university in Vietnam. The students had completed the first module of a new career development learning program called Career Passport. As part of the program, students were required to write a narrative on their ‘career story’ to reflect on their experiences and synthesise their learning. The study drew on a social constructionist and narrative psychology approach to explore the major influences on the career identity that emerged from the students’ narratives. The strongest influence on the students’ career identities and career decision-making was family, which is in accordance with the collectivist cultural values of Vietnam. Somewhat less expected was the effect of various media, such as film and television. Despite the influence of family, the narratives reflect a strong desire to meet individual values, needs and interests in what the students would like their future careers to look like. The latter two findings perhaps indicate that Vietnamese students at an international university are more influenced by Western values and expectations of ‘career’ than their counterparts who study at domestic universities.
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Malik, Nosheen, and Irshad Hussain. "Effects of Demographic Variables on Career Choice of University Students." Global Educational Studies Review V, no. III (September 30, 2020): 83–90. http://dx.doi.org/10.31703/gesr.2020(v-iii).09.
Анотація:
The choice of right career is a defining stage in the life of all students. A right decision regarding career choice leads towards a productive life. Students have to consider several factors before deciding about their career. This study explored the demographic variables affecting the career choice of university students. It determined the effects of parents' education, their profession, background, family social status and income on career choice of university students. The population of the study consisted of female students of the 1st semester of the GSCWU. A questionnaire was distributed among 400 students of BS (1st semester) who were taken randomly. Data was analyzed using SPSS in terms of (Correlation, t-test, ANOVA). The results of the study revealed that parents' influence in career choice as most important, followed by financial resources, birth order of children, gender and personal interest of parents. The study results suggested that counselling sessions provide students with updated knowledge and information to create their interest in the right choices and available careers.
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Oyebanji, Bukola, and Kolawole Aliyu. "DETERMINANTS OF CAREER CHOICE AMONG FEMALE UNDERGRADUATES IN OBAFEMI AWOLOWO UNIVERSITY, NIGERIA." International Journal of New Economics and Social Sciences 12, no. 2 (December 31, 2020): 33–44. http://dx.doi.org/10.5604/01.3001.0014.6880.
Анотація:
Why females choose a career path is a stimulating question among social educators. Consequently, this study investigated the role of some intrinsic, extrinsic, and interpersonal variables in shaping the choice of career of female undergraduates. An Online Career Choice Survey questionnaire was administered to 1440 first to fifth-year female undergraduates randomly selected from Obafemi Awolowo University. Data obtained were subjected to ordinal logistic regression and descriptive analysis. Two intrinsic factors; prestige and personal interest were found to play a huge role in the choice of career. Among extrinsic factors, females were more likely to choose a career path that offers career advancement through training. Gender stereotypes and societal expectations as pro-jected by the media was a key interpersonal factor that could shape present-day career paths for young women. Taken together, these results bring forth the need for stakeholders in the educational system (teachers, counselors, principals) to provide career and professional development opportu-nities periodically to enable female students to make informed career decisions. Finally, given the huge influence of media in shaping future aspirations, there is a dire need for the media to portray women in traditionally male-dominated careers.
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Aryanti, Rachma Syifa, Whisnu Yudiana, and Rezki Ashriyana Sulistiobudi. "Aplikasi Kurikulum Merdeka Belajar-Kampus Merdeka (MBKM) pada Perguruan Tinggi Terhadap Karier Mahasiswa." Jurnal Paedagogy 10, no. 1 (January 17, 2023): 74. http://dx.doi.org/10.33394/jp.v10i1.6307.
Анотація:
This study aims to analyze the role of career exploration on students' career maturity with different MBKM and non-MBKM curricula. This study used a quantitative approach with correlational research methods. The Career Exploration Scale (CES) and the Career Development Inventory (CDI) were used as measurement instruments in this study (CDI). The population of this research was active students with the non-MBKM curriculum (n=144) and active students with the MBKM curriculum (n=147). Both populations were from a university in Bandung's Faculty of Psychology. Data was collected from students with a non-MBKM curriculum (n=108) and students with the MBKM curriculum (n=111) of the Faculty of Psychology from a university in Bandung, with a probability sampling technique, namely simple random sampling. The data analysis techniques used in this research were regression and covariance analysis. The results showed a role for career exploration in career maturity in the non-MBKM and the MBKM curricula. The role of career exploration on career maturity differs between the two populations. It indicated that the curriculum significantly influences student careers, whereas the MBKM curriculum was more effective in preparing student careers.
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Choi, Jieun, and Youngsun Cho. "The Development of a Career Counseling Program for Protean Careers for University Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 537–58. http://dx.doi.org/10.22251/jlcci.2022.22.14.537.
Анотація:
Objectives In this study designed a protean career-oriented career counseling program for university students and verified the effect of this program on the protean career cognition, protean career orientation, protean career behavior.
Methods To this end, a protean career-oriented career counseling program was devised as an analysis, design, development, implement, and evaluation stage based on the ADDIE model. and the main program was provided to the experimental group of 13 university students, while an ordinary career counseling program was used for the comparison group of 13 students and nothing for the control group of 13 students.
Results First, the final program was developed by establishing the purpose and goal of the program, activity goals and contents for each session, and teaching and learning strategies, and then going through expert validation. Second, as a result of the quantitative analysis, the overall protean career, and the average values of each sub-factor in the experimental group increased after participating in the program, compared to the other groups. Third, as a result of the qualitative analysis, the experimental group was able to develop identity, adaptability, self-directed, value-driven and coping with change, reflective behavior through this program.
Conclusions Based on the results, the program developed in this study is different from existing career counseling programs as it was made suitable for current university students by considering the difference between the traditional and new concepts of career based on the protean career theory. In particular, this program has significance in that it laid the foundation for university students to systematically prepare for their careers while proactively creating their own portfolio from their early years of university.
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Kusuma Wardhani, Nia. "INFLUENCE OF COMPETENCE, TRANSFORMATIONAL LEADERSHIP, SOCIAL CAPITAL AND PERFORMANCE ON EMPLOYEE CAREERS." IJHCM (International Journal of Human Capital Management) 1, no. 02 (December 1, 2017): 81–94. http://dx.doi.org/10.21009/ijhcm.01.02.10.
Анотація:
Every employee would expect a career enhancement in his job. There are many factors that affect employee careers. This study aims to examine the influence of Competence, Transformational Leadership, Social Capital and Performance to Career Employees of Mercu Buana University, is a quantitative research with Path Analysis method. This research was conducted at Mercu Buana University in West Jakarta area, the research sample was 185 employees using Simple Random Sampling method. Associated with the performance of employees, the results showed that there is an influence of competence on performance, there is the influence of transformational leadership on performance, there is the influence of social capital on performance. In the case of employee career, the result of research indicate that there is influence of competence to career of employee, there is influence of employee career performance, there is influence of social capital to career of employee. The result of path analysis gives a structural equation Y = 0,258X1 + 0,213X2 + 0,229X3 + 0,416X4 + 0,36. Thus it can be explained that the most direct influence on Employee Career is a Performance variable of 41.6%, while the Competence variable of 25.8% and social capital variable of 22.9%.
Keywords:Competence,Transformational Leadership, Social Capital, Performance,Careers
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Kusuma Wardhani, Nia. "INFLUENCE OF COMPETENCE, TRANSFORMATIONAL LEADERSHIP, SOCIAL CAPITAL AND PERFORMANCE ON EMPLOYEE CAREERS." IJHCM (International Journal of Human Capital Management) 1, no. 02 (December 1, 2017): 81–94. http://dx.doi.org/10.21009/ijhcm.012.10.
Анотація:
Every employee would expect a career enhancement in his job. There are many factors that affect employee careers. This study aims to examine the influence of Competence, Transformational Leadership, Social Capital and Performance to Career Employees of Mercu Buana University, is a quantitative research with Path Analysis method. This research was conducted at Mercu Buana University in West Jakarta area, the research sample was 185 employees using Simple Random Sampling method. Associated with the performance of employees, the results showed that there is an influence of competence on performance, there is the influence of transformational leadership on performance, there is the influence of social capital on performance. In the case of employee career, the result of research indicate that there is influence of competence to career of employee, there is influence of employee career performance, there is influence of social capital to career of employee. The result of path analysis gives a structural equation Y = 0,258X1 + 0,213X2 + 0,229X3 + 0,416X4 + 0,36. Thus it can be explained that the most direct influence on Employee Career is a Performance variable of 41.6%, while the Competence variable of 25.8% and social capital variable of 22.9%.
Keywords:Competence,Transformational Leadership, Social Capital, Performance,Careers
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Akpebu Adjah, Olive, and Thomas Van der Walt. "Career progression of female librarians in public university libraries in Ghana." Journal of Librarianship and Information Science 51, no. 2 (December 6, 2017): 331–45. http://dx.doi.org/10.1177/0961000617742445.
Анотація:
The growing interest in gender issues and female employment has generated a number of studies and the library and information profession has not been excluded from this interest in promoting female equality in employment. This study investigates the career patterns of practising professional female librarians in six selected public university libraries in Ghana, in order to establish the enhancers and inhibitors they experience in their career progression. The study, conducted with a survey method, adopted the use of self-administered questionnaires for data collection. Quantitative data gathered from the 128 librarians were analysed to report on descriptive characteristics of respondents, while qualitative data, from open-ended questions, were analysed, using the narrative analysis technique, to present a profile of respondents and their career histories. The findings reveal females in the study were unable to meet requirements for promotion in their various public university libraries, which has resulted in very slow progress in their careers and even stagnated careers. The study concludes by recommending that there should be a career development support system for females, to help them overcome barriers to advancement in university libraries
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Kim, Ji-Yeon. "Exploration of career preparation experiences of university students who are attending secondary teaching course and wish to be a teacher." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 9 (May 15, 2023): 355–74. http://dx.doi.org/10.22251/jlcci.2023.23.9.355.
Анотація:
Objectives This study aimed to explore the career preparation experience of university students who are attending secondary teaching courses and wish to be a teacher.
Methods To this end, one-on-one interviews were conducted with ten university students who are attending a secondary teaching course and wish to be a teacher. The method of qualitative content analysis was used for data analysis, and the contents reported by the participants during the interview were inductively organized and categorized.
Results The results of the study were organized around the difficulty of career preparation and the content of support needed for preparation. First, the difficulties in career preparation of university students who wish to be a teacher were identified in 17 categories across 6 areas. The main areas are the perception of individual psychological burdens and barriers, academic difficulties, difficulties in the process of career preparation, lack of confidence in career decision-making, the influence of social awareness related to the teaching profession, and coping with difficulties. Second, the needs for support for career preparation were identified in 10 categories across 5 areas. The main areas are career design and preparation implementation support, improvement of the teacher training curriculum, changes in teaching profession-related systems and social awareness, social and economic support, and academic support.
Conclusions These results have the significance of understanding the career preparation process of university students who wish to be teachers and providing basic information to prepare career support plans for university students preparing for careers as teachers.
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Nurwahidin, Muhammad, and Moch Johan Pratama. "Career Barriers of Lampung University Students Force 2015 - 2021." International Journal of Social Science Research and Review 5, no. 10 (October 4, 2022): 111–21. http://dx.doi.org/10.47814/ijssrr.v5i10.510.
Анотація:
This study aims to identify various obstacles faced by students in the process of planning their careers. This study uses a qualitative survey approach with 970 students of eight faculties at the University of Lampung, Class of 2015-2021. Respondents were recruited through a voluntary sampling method. The data was obtained from an instrument in the form of a survey with open-ended questions distributed online through the google form application. The data were then analyzed using thematic analysis techniques with the help of the ATLAS.ti 9 for Windows application. Through the thematic analysis process, two themes were found, namely internal and external career preparation barriers. The themes of internal career preparation barriers are various things that students perceive to hinder their career preparation process and come from themselves, including self-understanding, self-confidence, self-motivation, physical condition, mastery of skills, economic conditions, and career literacy. In contrast, external barriers include family support, mentor support, friend support, availability of connections, lecture dynamics, and campus support.
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Davey, Rhyll P., Jim E. H. Bright, Robert G. L. Pryor, and Kirsty Levin. "‘Of Never Quite Knowing What I Might Be’: Using Chaos Counselling with University Students." Australian Journal of Career Development 14, no. 2 (July 2005): 53–62. http://dx.doi.org/10.1177/103841620501400209.
Анотація:
This study examined the efficacy of video-based chaos counselling of university students. In this study, 42 university students watched a video that presented student case studies emphasising chaotic concepts. Career decision-making measures and measures of stress were taken one week prior, immediately after and one week after the video presentation. The chaos intervention had a positive impact on career decision-making self-efficacy and career exploration behaviours. Overall, the results support the use of a chaos video intervention. Implications for careers practice and future research are discussed.
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Lenténé Puskás, Andrea, and Szilvia Perényi. "Medals and degrees: factors influencing dual career of elite student athletes at the University of Debrecen." Applied Studies in Agribusiness and Commerce 9, no. 1-2 (September 1, 2015): 93–98. http://dx.doi.org/10.19041/apstract/2015/1-2/17.
Анотація:
Career planning and goal setting play a significant role in the life of elite athletes gaining critical relevance during the overlapping years with university studies. As athletic career contain a necessary end and cannot serve as a profession for life, all athletes shall go through modification period in their professional lives. The athletic career shall come to an end and elite athletes need to find another profession for which they need to prepare as well. The specialities of this undertake is that the peak or the progressive cycle of athletic career often times overlap in time with high school and university studies. This definitely challenges those young athletes who made the decision to continue their studies at the university level beside their athletic careers. The objective of this study is to explore the main factors influencing the simultaneous realisation of studies and elite sport careers during university years. Part of a complex research approach on dual career in sport this study is aimed to gain information about methods of athletes for managing their dual tasks, the perceived relationship of student athletes to their peers, teachers and coaches, and their position on the relevant policy regulations provided by the university environment. Following the development of research instruments, data collection was conducted by focus-group interviews at the University of Debrecen among student elite athletes receiving sport scholarships (N=15). Level of success in sport, sport type (individual and team) and gender distribution was taking into account. The results shall contribute to the development of a future research instrument in a form of a questionnaire to assess aspects of dual career of athletes in case of larger samples.
JEL code: Z20
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Lo, Patrick, Dickson K. W. Chiu, Zvjezdana Dukic, Allan Cho, and Jing Liu. "Motivations for choosing librarianship as a second career among students at the University of British Columbia and the University of Hong Kong." Journal of Librarianship and Information Science 49, no. 4 (June 27, 2016): 424–37. http://dx.doi.org/10.1177/0961000616654961.
Анотація:
The pathway to a career in the Library and Information Science field is rarely straightforward and unidirectional, but is often multi-faceted, with many circuitous detours along the way. There has been an increasing number of second-career in LIS emerging from many other non-LIS-related professions over the years. Many of these newcomers have made significant contributions to the LIS profession as they transfer their years of professional experiences, expertise, knowledge and skills from their former careers into the field. The purpose of this paper is to understand the perceptions and perspectives of the LIS students, and the various factors that influenced these midlife graduate students to consider switching from their current occupations to LIS as a second career.
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Park, JeongJun, and AeRyung Hong. "Direction of University Career Education through Career Perception of Sports-related University Students." Korean Journal of Sport Pedagogy 23, no. 3 (July 31, 2016): 65. http://dx.doi.org/10.21812/kjsp.2016.07.23.3.65.
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Zakaria, Normah, Norulhuda Binti Abd Rasheid, and Noor Azlin Yamin. "CAREER MANAGEMENT COMPETENCY AMONG TECHNICAL STUDENTS: IS DIFFERENCE BETWEEN COURSE FIELD AND UNIVERSITY." Humanities & Social Sciences Reviews 7, no. 3 (April 28, 2019): 338–42. http://dx.doi.org/10.18510/hssr.2019.7350.
Анотація:
Purpose of Study: Challenge to place themselves in jobs, require graduate that have high competency in career manage- ment to compete and fulfill the human resource demand. Thus, this research is to find the different technical student in their career management competency between courses field and university. Samples are final year students from Universiti Tun Hussein Onn Malaysia (UTHM) and Universiti Teknikal Malaysia Melaka(UTeM), with sample size (n), are 581. A questionnaire was used as the instruments to measure the career management competency among students. The data were analyzed using an independent t-test and One Way ANOVA to answer the research questions. The finding revealed there is a significant difference in career management competency between students’ courses field, p < .05 and university, p < .05, with mean difference value =0.13. The implication of this study can give a positive picture to the student how to manage their career own then right path.
Methodology: This study uses a quantitative approach by using survey method to answer the question of the study. The purpose of this study was to involve the views and perceptions of respondents about the career management competencies to identify the difference career management competency based on the course fields and among the final year of Engineering Technical University students.
Results: The data obtained through this study were analyzed using the Statistical Package for Social Sciences (SPSS) version 20.0. Table 1 shows the total distribution of 581 students by the university. Table 2 shows the mean score of career management competency based on seven-course fields namely FKMP, FKEE, FKAAS, FKE, FKEKK, FKP, and FKM.
Implications/Applications: This research was conducted based on the need to review the competency to manage a career in technical university engineering students. The need to review the career management competency by identifying the differences based on career fields and universities among final year students of Engineering Technical University is based on the lack of research in the relevant field.
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Gordon, Liezel, and Johann C. Meyer. "Career Indecision Amongst Prospective University Students." South African Journal of Psychology 32, no. 4 (December 2002): 41–47. http://dx.doi.org/10.1177/008124630203200405.
Анотація:
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. Recommendations were made regarding the content and process of career counselling for prospective university students.
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Seo, Kyungwha. "The Relationship between Job Values and College Life Satisfaction among MZ Generation: Focusing on the Mediating Role of Career Planning." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 13 (July 15, 2023): 491–507. http://dx.doi.org/10.22251/jlcci.2023.23.13.491.
Анотація:
Objectives The purpose of this study was to empirically examine the structural relationship between job values, career planning, and college life satisfaction among the MZ generation.
Methods Structural Equation Modeling (SEM) using R was used in this study to analyze the structural relationship between job values, career planning, and college life satisfaction using data from the 14th (2020) of the Youth Panel (YP) survey.
Results The study found that career planning among the MZ generation partially mediates the relationship between their job values and university life satisfaction. Students' intrinsic job values have a direct impact on their university life satisfaction, and this impact is particularly high through career planning. Higher perceived intrinsic job values positively influence career planning, which in turn, has a positive effect on university life satisfaction.
Conclusions Based on the research findings, the following suggestions are proposed for university innovation. First, a reassessment of career education programs at universities is necessary, as well as the development of systematic programs. Career education should go beyond simple understanding and information about the job world and consider how to induce self-goal setting and higher intellectual pursuit. Second, as part of policies to increase student satisfaction, there is a need to include changes and improvements in the perception of careers. In particular, in improving university education, detailed learner analysis that can reflect inherent values in addition to the latest trends in each field of study should precede. Third, it is necessary to establish career competence enhancement programs that can foster students' inherent occupational values and a system that can visibly link these programs to university life achievements.
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Retana, Alvin Lopez. "Social Representations of Competition among University Students. How does the University Career Influence the Perception of Competition?" Mental Health & Human Resilience International Journal 6, no. 2 (2022): 1–11. http://dx.doi.org/10.23880/mhrij-16000193.
Анотація:
The objective of this work was to analyze the way in which belonging to a certain university career can influence the perception and social representation that students have about competition. For this, a qualitative study was carried out with twelve Mexican students from two different careers: Medicine and Arts. Through semi-structured interviews, information was collected about how they conceive competition within their careers and in society, in general, with the purpose of investigating whether science students have more competitive attitudes and favorable to meritocracy. Than those who study humanities. Taking the model of social representations as the theoretical reference for analysis, it was found that this hypothesis is fulfilled, given that, according to the testimonies analyzed, the medical students expressed a greater willingness to compete and to conceive competition as a mechanism for improvement, while those from the Arts stated that competing can desensitize people and generate conflicts and emotional problems.
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Meinam, Martina, Sekhar Nath Ojha, Yumlembam Jackie Singh, Biswajit Lahiri, and Teresa Meinam. "Educational Aspirations among the Students of Manipur University, India." Indian Journal of Extension Education 59, no. 4 (2023): 77–81. http://dx.doi.org/10.48165/ijee.2023.59416.
Анотація:
Educational aspirations provide students valuable insights that can inform educational policies, improve career guidance, promote equitable opportunities leading to better educational outcomes, and increase success in students’ future careers. This study examined the educational aspirations of students in 2021 at Manipur University, India. A structured interview schedule was designed, and data were collected from 160 students through stratified random sampling from five Schools of studies of the postgraduate students of the University. Students in the School of Human and Environmental Sciences showed the highest Achievement Likelihood of Educational Aspiration Index (ALEAI). Study reveals that the majority of the students wanted to pursue higher education. Students’ primary career advice was found to be their interests. Students were also motivated about their career choice mainly by their parents’ support, followed by the influence of TV, radio, social media, and other media. Students should also be encouraged and empowered to decide on and stand for their right career. The study suggests that it is necessary to review the influences, programmes, and different factors affecting students at all stages of their education.
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Baruch, Yehuda, and Orna Lavi-Steiner. "The career impact of management education from an average-ranked university." Career Development International 20, no. 3 (June 8, 2015): 218–37. http://dx.doi.org/10.1108/cdi-08-2014-0117.
Анотація:
Purpose – The purpose of this paper is to extend the understanding of the added value of management studies, as the current state of research in the field has focused principally on studies undertaken at prestigious institutions. In addition, this study tests the extent to which career-related attitudes and chance events have influenced career success. Design/methodology/approach – The authors used data provided by 1,228 graduates from an average-ranked academic institution. Findings – The findings suggest that such management education can result in significant tangible and intangible outcomes for graduates’ careers and their employing organizations. Both intellectual ability and career attitudes influenced the career success outcomes to differing levels. The contribution to the literature is both to theory and to managerial practice, in response to the recent critique of management education as well as the growing need for new cadres of managers, which cannot be supplied by high-prestige, leading business schools alone. Originality/value – Testing career impact of MBA from an average-ranked university, and the impact of chance event – both understudied.
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Nyaganilwa, Nehemiah N., Peter P. Mshana, Bernadeta A. Massawe, Festo C. Haule, Michael N. Joseph, and Samwel Kijanga. "Student Awareness of their Future Careers in Tanzania: A Case of One Private and Two Public Universities in Dar es Salaam." World Journal of Education and Humanities 4, no. 2 (March 14, 2022): p1. http://dx.doi.org/10.22158/wjeh.v4n2p1.
Анотація:
Career awareness is important in ensuring that individuals choose right career and are motivated in their studies. This study assessed career awareness among university students in Tanzania. Specifically, the study assessed the nature of students’ awareness about career choices; the effect of lacking career awareness and strategies of overcoming the challenge of lack of career awareness. To address these objectives, the study utilized 88 university students and 5 lecturers selected from three universities in Dar es Salaam region. Clustered and purposive sampling approaches were used in selecting respondents. They responded to a questionnaire and data were analyzed descriptively using SPSS. The findings revealed that majority of the respondents acquired career awareness at secondary level of education. Role models and professionals were the main source of career awareness to students. Poor performance and suppression of inborn talents were among the effects of lacking career awareness. To overcome the challenge, higher learning institutions should initiate career awareness programmes, the government should review curricula and parents should provide career guidance to their children. It is concluded that, a collaborative role from different stakeholders in ensuring young generations are well guided on their future careers could yield better results.
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Bannikova, L. N., and E. V. Kemmet. "A Woman in the Man’s Culture of Engineering Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 12 (December 10, 2019): 66–76. http://dx.doi.org/10.31992/0869-3617-2019-28-12-66-76.
Анотація:
The study is aimed at identifying barriers to the research career of women in the academic environment of a technical university. The authors present the results of their study of the women’s status in the academic community. The study is based on a quantitative (questionnaire survey) and qualitative (biographical interviews) analysis of the opinions of students and teachers of STEM disciplines of a technical university about the features and problems of women’s professional careers. It is established that women of the same university evaluate the presence and degree of influence of barriers to the research careers differently. In some cases, women assessing their professional status note that they do not feel professional discrimination on the basis of gender. In general, the analysis revealed that women who received a STEM education use a strategy of avoiding a research career and choosing alternative career options: either outside the academic environment, or by transitioning to teaching as a way to circumvent gender barriers in grant and publication activities.
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Nik Yusoff, Nik Rafidah, Mastura Mahfar, Muhammad Sukri Saud, and Aslan Amat Senin. "Effects of career readiness module on career self-efficacy among university students." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (February 1, 2024): 311. http://dx.doi.org/10.11591/ijere.v13i1.25257.
Анотація:
<span lang="EN-US">This study aimed to identify the effects of the Career Readiness Module on career self-efficacy and its subscales, namely self-appraisal, occupational information, goal selection, planning and problem solving among university students. The randomized pretest-posttest control group were used in this study. A total of 60 second year students from the School of Computing, Faculty of Engineering, Universiti Teknologi Malaysia, were selected as research subjects using random cluster sampling. Both groups completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) and the Big Five Inventory (BFI) questionnaires before and after the two-month intervention sessions. Data were analyzed using Statistical Package for Social Science version 23.0. The repeated-measures ANOVA and effect size were used to test the hypotheses of study. The study results showed significant differences in the experimental group for career self-efficacy and each of its subscale between pre-test, post-test 1, and post-test 2 at the p≤.05 significant level. This study also demonstrated the significance of implementing the Career Readiness Module among university students prior to graduation in order to improve their career self-efficacy.</span>
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Savickas, Mark L. "Career studies as self-making and life designing." Journal of the National Institute for Career Education and Counselling 23, no. 1 (April 1, 2010): 15–17. http://dx.doi.org/10.20856/jnicec.2305.
Анотація:
Advocates of career studies in higher education propose teaching undergraduate students about careers, the labour marketand employability. According to McCash (2008), exploration and research about careers should empower students by helpingthem to focus on ‘life purposes and meanings and the more prosaic matters of achieving these ends’ (p. 6). The recent International Career Studies Symposium, held at the University of Reading, sought to elaborate the content of a career studies curriculum and demonstrate ways of teaching ‘career.’ As a participant in this symposium, I asserted that career construction theory offers to a career studies curriculum a model for conceptualising and understanding work lives (Savickas, 2005). Furthermore, it emphasises the importance of a curriculum space for studying the self and a practical method for self-making and life designing (Savickas et al., in press).
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Kırdök, Oğuzhan, and Ayten Bölükbaşı. "The Role of Senior University Students’ Career Adaptability in Predicting Their Subjective Well-Being." Journal of Education and Training Studies 6, no. 5 (March 29, 2018): 47. http://dx.doi.org/10.11114/jets.v6i5.3010.
Анотація:
The aim of this study is to examine whether career adaptability and career adaptability subscales of senior undergraduates could predict subjective well-being. The research was a descriptive correlational study which was conducted on 310 senior students (173 women, 137 men) in a state-funded university on the Mediterranean coast of Turkey and participants participated in this study voluntarily. Participants ranged in age between 20 and 28 years. Career Adaptability Scale, Life Satisfaction Scale, Positive and Negative Affect Schedule were used as data collection tools in this study. Pearson's Product-Moment Correlation Analysis, Simple Regression Analysis, and finally Multiple Regression Analysis were performed to examine the effect of the total score of career adaptability and subscale scores of careers adaptability of senior undergraduate students on subjective well-being. All analyses were conducted using the SPSS version 20.0. The findings of the research showed that career adaptability predicts the subjective well-being of university senior students. Control as a subscale of career adaptability was found to be the strongest predictive variable for subjective well-being among senior university students. Concern and confidence as subscales of career adaptability were found to be other predictive variables of subjective well-being in this study. However, curiosity as a subscale was not found to be a predictor of subjective well-being. These findings are discussed through career construction theory.
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Smith, Cindy Ann, Felicity McLure, Sonja Kuzich, Sonia Ferns, and Sally Murphy. "Empowering Second+ Career Female Academics: Strengthening Relationships through Mentoring for Personal and Professional Growth." Advancing Women in Leadership Journal 43 (February 7, 2024): 1–14. http://dx.doi.org/10.21423/awlj-v43.a416.
Анотація:
Mentoring of early career researchers (ECRs) in universities usually involves older, more experienced researchers providing guidance to younger researchers starting out in their careers. However, for women who enter academia as a second or more career (second +), this type of mentoring may not recognise the experiences these women bring with them or the unique barriers that they encounter. This study is an autoethnographic case study through a relational cultural theory lens of five women who entered academia later in their careers but were classified as ECRs. In order to address the unique challenges confronting them they formed a peer mentoring group. Analysis of group discussions and individual reflections resulted in the identification of common themes of disempowerment, lack of belonging and lack of collegiate relations as they confronted the often-invisible barriers presented by university processes and culture. Sharing of mutual experiences within the peer mentoring group resulted in greater self-awareness of negative self-talk and beliefs, developed understanding of university systems, empowered participants through relational problem solving and supported agency in planning career progression. The increased sense of belonging and self-efficacy that participants felt suggests that peer mentoring, rather than traditional mentoring schemes, may be of greater benefit for other second+ career female academics. Keywords: mature female academics, mentoring, university relationships, empowerment, early career researcher(s)
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Lee, Sooyeon, Dami Bang, and Sangmin Lee. "Design and Implementation of a Career Education for High School Students as a University-High School Linkage Education." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 17 (September 15, 2023): 759–70. http://dx.doi.org/10.22251/jlcci.2023.23.17.759.
Анотація:
Objectives In this study, career education in the form of visiting as a university-high school linkage education was designed and implemented for high school students to derive implications for effective career education.
Methods To this end, career education program based on the career competencies was designed and implemented for 213 high school students in Seoul. The satisfaction survey and the career maturity inventory (Savickas, & Porfeli, 2011) were conducted to analyze their satisfaction based on their desired career and career maturity levels.
Results The module for career education consisting of self-understanding(lecture) - career change in the future society(lecture)-career planing(activity) was designed. As a results of its implementation, students who wished to pursue a career in humanities and social sciences showed high satisfaction level with the lecture of self-understanding, while those who wished to pursue careers in science and engineering showed high satisfaction level with the lecture of career change in the future society. Students in the higher career maturity group showed the higher satisfaction in the categories of concern, curiosity, and consultation. However, in the category of confidence, students in the lower career maturity group showed higher satisfaction level.
Conclusions Based on the results, the implications for the design and implementation of career education for high school students were discussed. These included diversifying career education content elements for different desired career and reinforcing career education for students who show a low level of confidence in the career maturity category.
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Ramsay, Jonathan E., Joyce S. Pang, Moon-Ho R. Ho, and Kim Yin Chan. "Need for Power Predicts Career Intent in University Students." Journal of Career Assessment 25, no. 3 (March 21, 2016): 389–404. http://dx.doi.org/10.1177/1069072716639690.
Анотація:
Previous research has indicated robust relationships between implicit motives and various indices of career preference and performance, with the implicit need for power ( nPow) and the implicit need for achievement ( nAch) found to associate with leadership and entrepreneurship, respectively. However, relatively little work has examined the relationships between implicit motivation and career intention. In the present study, 149 university students completed questionnaires assessing their intention to embark on entrepreneurial, professional, or leadership careers, while implicit motivation was measured using the picture story exercise. nPow was found to positively predict entrepreneurial intent and to negatively predict professional intent, while higher nPow was positively associated with both entrepreneurial and leadership career choice. nAch did not associate significantly with any of the intent or choice measures. These results tentatively suggest a previously undocumented relationship between nPow and entrepreneurial ambition, and possible differences in the motivational profiles of aspiring and actual entrepreneurs.
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Gordon, George. "University Roles and Career Paths." Higher Education Management and Policy 15, no. 3 (December 17, 2003): 89–103. http://dx.doi.org/10.1787/hemp-v15-art25-en.
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ADACHI, TOMOKO. "Career Development by University Students." Japanese Journal of Educational Psychology 49, no. 3 (2001): 326–36. http://dx.doi.org/10.5926/jjep1953.49.3_326.