Relevant bibliographies by topics / Career development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Career development'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Career development"

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Gibbs, Kenneth D., John McGready, and Kimberly Griffin. "Career Development among American Biomedical Postdocs." CBE—Life Sciences Education 14, no. 4 (December 2015): ar44. http://dx.doi.org/10.1187/cbe.15-03-0075.

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Recent biomedical workforce policy efforts have centered on enhancing career preparation for trainees, and increasing diversity in the research workforce. Postdoctoral scientists, or postdocs, are among those most directly impacted by such initiatives, yet their career development remains understudied. This study reports results from a 2012 national survey of 1002 American biomedical postdocs. On average, postdocs reported increased knowledge about career options but lower clarity about their career goals relative to PhD entry. The majority of postdocs were offered structured career development at their postdoctoral institutions, but less than one-third received this from their graduate departments. Postdocs from all social backgrounds reported significant declines in interest in faculty careers at research-intensive universities and increased interest in nonresearch careers; however, there were differences in the magnitude and period of training during which these changes occurred across gender and race/ethnicity. Group differences in interest in faculty careers were explained by career interest differences formed during graduate school but not by differences in research productivity, research self-efficacy, or advisor relationships. These findings point to the need for enhanced career development earlier in the training process, and interventions sensitive to distinctive patterns of interest development across social identity groups.
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Inkson, Kerr, Dale Furbish, and Polly Parker. "Fast Forward: Careers Research in New Zealand." Australian Journal of Career Development 11, no. 3 (October 2002): 36–45. http://dx.doi.org/10.1177/103841620201100315.

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This article describes and discusses developments in careers research in the past few years in New Zealand. While detailing some important mainstream research in the ‘career development’ tradition, it focuses on research conducted largely in New Zealand business schools, which may have been prompted by the country's rapid deregulation in the 1980s and 1990s. Particular attention is paid to the destabilisation of careers and the development of ‘boundaryless’ and other new forms of career. This work provides a framework enabling us to understand career adaptation, and ‘mobile career’ phenomena such as careers based on project work and the role of overseas experience in career development.
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Alexander, Rosie. "Career development: A geographical perspective." Journal of the National Institute for Career Education and Counselling 52, no. 1 (April 17, 2024): 82–93. http://dx.doi.org/10.20856/jnicec.5207.

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Career theory has typically focused on the ways that careers develop over time rather than thinking about the role of place. Drawing from insights from the geographical literature, this paper argues for a much greater attention to the spatial dimension of career development, understanding that place is a fundamental dimension of human existence, and that our careers are enacted in dynamic relation to the places we live in and move through. Further consideration of spatial dynamics, especially in relation to inequalities, should not therefore be considered a peripheral endeavor, but central to elaborating our theoretical understandings of career development.
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Guerrero, Sylvie, Hélène Jeanblanc, and Marisol Veilleux. "Development idiosyncratic deals and career success." Career Development International 21, no. 1 (February 8, 2016): 19–30. http://dx.doi.org/10.1108/cdi-08-2015-0115.

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Purpose – The purpose of this paper is to rely on the sponsored-mobility perspective of career success (Turner, 1960) to explore the antecedents and consequences of development idiosyncratic deals (i-deals). The authors position career planning as an antecedent of development i-deals, and subjective and objective measures of career success as an outcome. Design/methodology/approach – The authors led a two-wave study among a sample of 325 engineers to test the research hypotheses. Findings – Results support the hypotheses. Development i-deals are positively related to three objective measures of career success (e.g. promotions, hierarchical level, and salary) and one subjective measure of career success (e.g. career satisfaction). Practical implications – The results offer new perspectives to practitioners who want to better manage the careers of their talented employees by highlighting the positive effects of development i-deals on career success. Originality/value – This paper relates i-deals to the field of careers.
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Nazlı, Serap. "Career Development of Upper Primary School Students in Turkey." Australian Journal of Guidance and Counselling 24, no. 1 (April 10, 2013): 49–61. http://dx.doi.org/10.1017/jgc.2013.7.

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The purpose of this exploratory-descriptive study was to determine the career development of upper primary school students in Turkey. The Revised Career Awareness Survey (RCAS) was completed by 644 Turkish upper primary school students. Results indicated that the students were able to associate their own personal characteristics with particular careers and knew the characteristics of careers. They were less knowledgeable about life/career implications and life/career management tasks. The implications of the findings for career guidance and counselling practice are considered.
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Hutton, Dorothy. "Tracking Adult Career Development." Australian Journal of Career Development 4, no. 3 (October 1995): 14–18. http://dx.doi.org/10.1177/103841629500400305.

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The Adult Career Concerns Inventory (ACCI) was designed to measure career planning and career adjustment in four stages of career development: exploration, establishment, maintenance and disengagement. In this study 288 employees, aged between 25 and 55 completed the ACCI. A factor analysis found that the items in five of the six subscales of the establishment and maintenance scales loaded together. Eight other items, which loaded together, could be interpreted to represent becoming established in a job or workplace. Two previous factor analyses testing a four factor model gave conflicting results, and the discrepancy between the studies is discussed. That adults move through stages in their careers is not questioned. Research areas that remain open for investigation include the number of stages in mid-career and the measurable constructs in those stages, the relationships between stages of career development and other career variables and the empirical establishment of the sequence of the stages.
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Zhao, Teng, and Jingchao Wu. "How Do Career Development Courses Help Chinese Undergraduate Students Achieve Healthy and Quality Career Development?" International Journal of Environmental Research and Public Health 19, no. 23 (November 24, 2022): 15620. http://dx.doi.org/10.3390/ijerph192315620.

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Postsecondary institutions worldwide generally provide career development courses or similar courses to better prepare undergraduate students for healthy and quality future careers. Understanding whether these career development courses positively affect students’ career-related outcomes is crucial. Utilizing survey data collected from a large research university located in the eastern part of China, we found that students who have taken at least one career course exhibited career awareness and career planning abilities that were 0.096 and 0.147 units higher, respectively, than those of students who have not taken career courses, with other variables held constant. More specifically, an additional career course was statistically significantly associated with a 0.099, 0.084, and 0.175 unit increase in students’ career awareness, job search self-efficacy, and career planning ability, respectively. A student’s college major and annual family income seemed to be good predictors for a student’s career awareness, job search self-efficacy, and career-planning ability. Furthermore, the more career courses that a student took, the higher the career awareness, job search self-efficacy, and career planning ability that the student had. With these findings in mind, our study recommends postsecondary stakeholders to leverage such courses to help students better prepare for a healthy and quality career development.
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Dewi, Ni Putu Putri Yuliana, I. Gusti Ayu Nyoman Budiasih, Gayatri Gayatri, and I. Gde Ary Wirajaya. "Career development models." International journal of social sciences 6, no. 3 (July 27, 2023): 151–58. http://dx.doi.org/10.21744/ijss.v6n3.2172.

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The purpose of this research is to find out how they can balance their personal life and work life considering that Balinese women play three roles at once, namely the household role, the economic role, and the traditional role, both in the family, banjar, and in the traditional village. This research is a type of qualitative research that, in exploring its meaning, uses semi-structured interviews to gain an understanding of Balinese women who are in different phases of career development. The informants used in this study were 3 (three) Balinese women who were in 3 different career development models: the idealistic achievement model involved women aged 24 to 35 years who were at the beginning of a career, the pragmatic endurance model involved women aged 36 to 45 years in mid-career, and the re-inventive contribution model involved women at the end of their careers, aged 46 to 60 years, who occupy structural positions in the finance section at the Denpasar City OPD with the status of those who are married or swadharma grhasta asrama respectively. The data analysis technique used in this study uses the interpretive phenomenology analysis (IPA) approach developed by Smith to explore understanding.
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Ginting, Sri Ulina, Vivi Gusrini Rahmadani, and Zulkarnain Zulkarnain. "Career Development in Military Court." Journal of Business Management and Economic Development 2, no. 03 (June 10, 2024): 1180–85. http://dx.doi.org/10.59653/jbmed.v2i03.896.

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Career development is an employee's point of view that provides an overview of future career paths in the organization and signifies the long-term interests of the organization to employees. In developing employee careers, organizations need to provide good support regarding information, training, and opportunities that will have a positive impact on the organization. This study aims to determine the level of employee career development at the Military Court in Medan Indonesia. The sampling technique was total sampling with a sample size of 76 people. Data collection was done through questionnaires. This study used One-Way ANOVA and cross tabulation. The results of this study concluded that career development in the Military Court is in the high category. Career development of military employees is high and career development in government employees is low. This study can be a guideline for organizations to see the level of employee career development and invest in improving career development.
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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.

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

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

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

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

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

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

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

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

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

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

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

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Books on the topic "Career development"

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

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

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

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

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R, McConnell Charles, ed. Career development. Gaithersburg, Md: Aspen Publishers, 1993.

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

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

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

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

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

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Book chapters on the topic "Career development"

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

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

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

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

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

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

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

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

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

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

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Conference papers on the topic "Career development"

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Diaz, Anthony, Dahana Moz Ruiz, Patricia Morreale, and Sarah Hug. "WIP: Developing Career Adaptability Skills Through Teaching: Undergraduate Student Development for Transforming Careers." In 2024 IEEE Frontiers in Education Conference (FIE), 1–5. IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893011.

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

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

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

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

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

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Hobololo, Bongiwe. "Traditional Career Development Models Lack the African Woman Voice." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2020. http://dx.doi.org/10.4087/shle1938.

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Research in careers is increasing, though there is still a paucity of research focusing on the career development of African women. The purpose of this article is to critically review selected theories of career development, critique the methodologies used to generate such knowledge, and recommend a model that is appropriate for the African woman career research. The selected age/ stage career theories examined in this article were tested on different population samples with different backgrounds, using positivistic methodologies. They, therefore, remain decontextualized when transposed directly to the African context. This article submits that expanding extant literature on career development requires deconstructing, constructing and reconstructing career development theory by creating new knowledge using epistemologies and methodologies that allow African women to construct their own theories about their career development experiences.
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Sobko, Yuliia. "UNDERSTANDING CAREER DEVELOPMENT NEEDS AND CAREER COUNSELING STRATEGIES FOR REFUGEES." In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2022. http://dx.doi.org/10.36074/logos-14.10.2022.37.

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

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

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Reports on the topic "Career development"

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

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

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Mann, Anthony, and Jonathan Diaz. Teenage career development in Malta. Organisation for Economic Co-Operation and Development (OECD), December 2024. https://doi.org/10.1787/f8bbd3bc-en.

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Mann, Anthony, and Jonathan Diaz. Teenage career development in Norway. Organisation for Economic Co-Operation and Development (OECD), April 2025. https://doi.org/10.1787/e160a8a6-en.

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Mann, Anthony, Jonathan Diaz, and Sara Zapata Posada. Teenage career development in Wales. Organisation for Economic Co-Operation and Development (OECD), March 2025. https://doi.org/10.1787/476f9572-en.

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

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

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

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

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

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Abstract:
Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
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