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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 managersâÂÂ
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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Young, B. A. "Career development in construction management." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335722.
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Faulkner, Michel J. "Career development workshop for athletes." Thesis, Virginia Tech, 1985. http://hdl.handle.net/10919/45681.
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The Career Development Workshop For Athletes was designed to aid in the comprehensive career development effort at Virginia Tech. The pilot research project involved 40 active freshman varsity football players enrolled during Fall and Winter quarters of the 1984-85 school year. The 40 students were randomly selected from a pool of 65 freshman football players.
The experimental design was a two stage stratification. The first stage was selection and the second stage was assignment to control and treatment groups. The independent variables were workshop participation and race. The dependent variables were gain scores from the three intercorrelated scales on the Career Development Inventory.
The Workshop was conducted over a six week period, each session lasted approximately two hours and met once each week. The four objectives of the workshop were 1) to assist students in the identification and or selection of career interest and goals; 2) to identify a career support network; 3) to assess and identify skills; and 4) to aid in the perception and procurement of self esteem.<br>Master of Arts
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Schleppegrell, Sara. "Career development group program evaluation." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998schleppegrells.pdf.
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Gerstman, Regina Lee. "Multiple career identities : the key to career development and career transitions of second advanced degree seekers /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Feehan, Patrick. "Attachment and career agency : an investigation of career exploration /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137696.
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Arvinen-Muondo, Raisa J. "Career development and understanding consequences of context : Angolan perspectives from the oil industry." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/322171.
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Despite multidisciplinary and extensive coverage, existing career theory is largely premised on Western frameworks and limited research has been conducted into career development experiences of individuals from African countries in local or transnational settings. Thus the research presented in this thesis extends on existing constructionist career development commentary by gaining insight into the interplay between societal structures and individual action in an African context. The purpose of this study was to investigate factors influencing the career development of professional Angolans working in the oil and gas industry and how experiences associated with living and working in Western contexts influences the career development of such individuals. The aim was to go beyond discovery of factors and analyse data in the form of highly personalised accounts from key informants to deepen understanding of African career development in transnational settings, mindful of postcolonial factors. Data were collected over an 18-month period using ethnographic fieldwork and semi-structured interviewing with 24 participants. Within an ethnomethodological framework and drawing on developments in postcolonial theory, constructionist grounded theory approaches informed the hermeneutic analysis of data. Findings revealed that multiple and distinctly nuanced dynamics between institutional micro structures (e.g., family, education and employment) and societal macro structures (e.g., socio-economic, political, historical and cultural environments) significantly shape individual career decision making, behaviour and aspirations in the Angolan context. Experiences of living and working in Western settings were found to have a profound impact on personal and professional development as well as aspirations for international careers. The main limitations of this study derive from its relatively small sample size and particularist focus on a single industry, however its value stems from rich narratives captured and significant effort made to triangulate findings via ‘research conversations’ with informants and industry professionals. In light of the above, this study adds to existing career theory by incorporating postcolonial perspectives and career development experiences that go beyond planned structured careers in organisational settings by focusing on the individual consequences of international assignments in transnational settings. In light of this, insights offer value also for multinational organisations that are engaged in developing African talent.
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Toofanian, Maryam. "Development and Validation of a Two Factor Model of Adult Career Orientation." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279120/.
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Subjects in this study were 5,523 respondents from a survey which was sent to households throughout the United States. The purpose of this study was to examine two basic components of career orientation: career indecision and career insight. Correlational analyses found relationships between career indecision and average job tenure, industry leaving intentions, industry staying intentions, and job satisfaction. Correlational analyses found relationships between career insight, industry staying intentions and job satisfaction. Multiple regression analyses were run using both career indecision and career insight as independent variables found that they had useful levels of incremental validity in predicting industry leaving intentions and job satisfaction. Potential uses of the two-dimensional career indecision - career insight model are discussed.
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Brown, Samantha Danielle. "Sociopolitical development and career interventions: comparing two conditions of a career intervention with rural middle school students." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6376.
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Health disparities continue to persist in the United States, with individuals in rural areas often experiencing greater health concerns and health outcomes than individuals living in suburban or urban areas. Lack of access to healthcare providers is one contributing factor to these disparities. Studies have shown that healthcare providers from rural areas are more likely to return to those areas to work. Increasing pipeline education programs within K-12 settings may help create a larger pool of rural individuals interested in healthcare professions. Connecting education and careers to the well-being of a community may help students to see how their future careers can contribute to the vitality of their community, such as through sociopolitical development. This dissertation evaluated and compared the effectiveness of two conditions of an existing healthcare career education program, Project HOPE. The seven-week intervention was implemented with rural 8th grade students within the context of a seminar class. The results of the study showed, overall, that the intervention is effective at increasing healthcare career search self-efficacy; however, the findings suggest that it decreases community engagement. In contrast to the hypothesis, the results showed that the standard condition of the intervention was more effective at increasing socio-cognitive variables than the sociopolitical development condition. The findings are discussed in context of existing literature and with consideration to the sociopolitical context in which the intervention was implemented. Implications of the findings for vocational psychologists, as well as future directions of study are discussed.
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Cullen, Lisa. "The influence of career perceptions on career progress of accountants in the state public sector." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1885.
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Research into career progression within professional, business and management disciplines is widespread. The present study goes beyond prior research that has tended to focus on barriers to career progression and examined both internal and external factors that may influence career progression. This research was motivated by gaps in prior literature and is significant for several reasons. Firstly, there is a lack of female accounting professionals occupying more senior positions within the state public sector. Secondly, there is a lack of research into career anchors in Australia. Thirdly, no research has examined the influence of internal factors (career anchors) on career progression of men and women in Australia in a single study. Finally, recent publications by government departments have expressed concerns for attracting and retaining accounting professionals within their ranks.
Career anchor theory was the main theory adopted for this research where career perceptions are conceptualised by the eight career anchors described by Schein (1993). These are technical functional competence (TFC), managerial competence (MC), entrepreneurial creativity (ENT), autonomy (AUT), pure challenge (PC), security (SEC), lifestyle (LS), and service or dedication to a cause (SVC).
The primary research questions addressed in this study were, “Are the career perceptions of qualified accountants working in the state public sector related to their current level of career progression? And, to what extent do career intentions and work-related barriers moderate this relationship and are there gender and state variances present?”
Data was sourced with the assistance of CPA Australia from responses to a questionnaire distributed to CPA members working in the Western Australian (WA) and New South Wales (NSW) state public sectors. The sample comprised a total of 404 useable responses, attaining a response rate of 32%. Interviews were also conducted with 20 participants in WA. A total of 22 hypotheses were examined using various statistics including ordinary least squares (OLS) multiple regression and moderated regression.
An analysis of findings demonstrated that all eight career anchors were present, with the LS career anchor being the most prominent overall. However, female respondents in NSW ranked PC higher than the LS career anchor, indicating that balancing work and home life is secondary to these individuals who value a challenge.
Regression analysis also found possessing a MC career anchor to be beneficial to the career progression of men but not women. In addition, regression analysis found that the LS career anchor was negatively associated with career progression, but this only affected women, not men. This provides empirical support that despite women having similar talents, motives and values as their male counterparts, such as possessing a strong desire to climb the corporate ladder, this may not lead to career progression. Also, having a desire to balance work and home negatively influences the career progression of female accounting professionals but not males.
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Praskova, Anna. "The Development, Validation, and Application of a Career Calling Scale for Emerging Adults: Examining the Role of Career Calling in Career Development." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367876.
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This PhD research program aimed to fulfil three objectives: (1) develop a new measure to assess career calling in emerging adulthood, (2) apply a general goal-setting model to test cross-sectional associations between career calling, self-regulatory mechanisms (work effort, career strategies, emotion control) applied during goal pursuit, and perceived life satisfaction and employability using a sample of emerging adults, and (3) apply a calling-specific model of psychological career success to investigate longitudinal relationships among career calling, career goal-directed efforts (work effort, career strategies), and psychological career success variables (life meaning, career adaptability). This PhD thesis informs on a series of three studies reported as three individual journal articles that meet those objectives.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Applied Psychology<br>Griffith Health<br>Full Text
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Beinicke, Andrea [Verfasser], and Wolfgang [Gutachter] Schneider. "Career Construction Across the Life Span: Career Choice and Career Development / Andrea Beinicke ; Gutachter: Wolfgang Schneider." Würzburg : Universität Würzburg, 2017. http://d-nb.info/1138566446/34.
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Salter, Shannon Kay Dagley John C. "Comparing outcomes of two instructional approaches to a career development course." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Counselor_Education/Dissertation/Salter_Shannon_5.pdf.
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Barnett, Belinda. "The impact of organisational support for career development on intrinsic career success /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19300.pdf.
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Huang, Qinghai. "The nature of women's career development : determinants and consequences of career patterns /." Stockholm : Department of Psychology, Stockholm University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1216.
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Alsina, Eileen Jackson. "Career development curriculum for welfare recipients." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3168.
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In this project a four week computer-based career assessment program was developed to equip employable welfare recipients in San Bernardino with the necessary tools to explore, seek, obtain, and maintain employment that is self-sustaining. The first three weeks of the curriculum addresses major areas of career development, while the last week focuses on job searching.
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Newton, Sunni Haag. "Gender differences in STEM academic career paths." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49095.
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An investigation of several potential explanatory factors underlying the discrepant gender distributions within STEM (science, technology, engineering, and math) field positions across different higher education institution types was undertaken. Data collection consisted of a main online survey of a nationally representative sample of STEM faculty members from a variety of institution types (N = 4, 195) and a follow-up survey of a subset of main survey respondents (N = 712). Regression analyses were conducted to assess predictors of initial job preference, work hours, and WFC (work-family conflict). Family friendliness ratings of research jobs, work centrality, and rated importance of the family friendliness of various jobs during one’s initial job search predicted initial job preferences and displayed significant gender differences, so these variables are supported as explanatory factors underlying the discrepant gender distributions across institution types. In predicting work hours, the presence of dependent children was associated with significantly reduced work hours among women but not among men. Workload emerged as the only consistent significant predictor of WFC. Comparisons of respondents employed at research-focused and teaching-focused institutions revealed nonsignificant or smaller than expected differences in workload, WFC, and work centrality. These findings run counter to reported faculty beliefs that jobs at teaching-focused institutions are more family friendly than those at research-focused institutions. Women reported adjusting their work goals and habits in order to accommodate their family goals, and vice versa, more frequently than did men. Women frequently reported heightened commitments to their families, relative to those reported by men, although in some cases the predicted gender differences were not observed or were of smaller magnitude than was expected. Analyses were conducted separately for two cohort groups created by splitting the sample at year in which PhD was earned. These two cohort groups differ in meaningful ways with respect to the relationships among the variables under investigation, such that many observed gender differences were isolated to, and/or were stronger within, the group of earlier PhD earners as compared to the group of later PhD earners. These results highlight how and why male and female faculty members differ in their early career planning decisions and their behaviors and adjustments within the context of their STEM higher education career paths.
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Scott, Christopher M. "Career counselor's assessment of client problems toward the development of a career development problem taxonomy for women /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5892.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.
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Huang, Qinghai. "The Nature of Women’s Career Development : Determinants and Consequences of Career Patterns." Doctoral thesis, Stockholm University, Department of Psychology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1216.
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<p>Existing career theories are largely based on a stable working environment and have focused excessively on men and single work roles. In the postindustrial era, however, women’s careers, characterized by the constant negotiation of multiple roles and more frequent job changes, have had implications on the changing nature of careers. The general purpose of this thesis is to increase knowledge about the process of career development of women. The focus is on two aspects: Life Career (characterized by multiple role constellations over the life course) and Occupational Career (characterized by different shapes of occupational movement over the life course). Three sets of questions addressed these two aspects of career: trajectory patterns, interrelationships, and antecedents and consequences. Career biographies covered ages 16 to 43. Antecedents reflecting individual agency (e.g., life role value, aspiration, and early experiences) were investigated. The impact of family context on occupational choice was also examined. Among the consequences examined were midlife work wellness and stress, health, and wellbeing.</p><p>Results showed that (1) Career patterns were highly diverse, including nine distinct life career patterns and ten occupational career patterns. (2) Occupational and life careers were significantly related, indicating that the paid work career is embedded in the overall life role structure throughout the life course. (3) Individual agency factors predicted life career. Occupational career was related to life career more than family context. (4) Occupational career did matter in work wellbeing. In terms of stress, health, and wellbeing at midlife, there was little difference among life career patterns, but more significant differences among occupational career patterns. The thesis indicates career theory can benefit from taking multiple roles and career development into account. Implications for career counseling, social policy, and organizations are discussed.</p>
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Hambley, Laura Anne. "The receptivity of career counsellors toward career development services on the Internet." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/MQ48006.pdf.
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Southern, Annie Roma. "Career, Interrupted?: Psychiatric illness and Women's Career Development in Aotearoa/New Zealand." Thesis, University of Canterbury. Health Sciences Centre, 2010. http://hdl.handle.net/10092/4118.
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This thesis explores the experiences of a group of women in Aotearoa/New Zealand who have been diagnosed with a psychiatric illness, with the aim of gaining some understanding about how they negotiate issues around diagnosis, recovery and resilience-development and employment.
A qualitative methodology was used to encourage the women to relate their vocational and life experiences. Fifteen women, whose ages ranged from 17 to their late 60s, with a range of psychiatric diagnoses, were interviewed across ten months. One woman identified as having Māori ancestry and several identified as lesbian. Each interview, which was semi-structured, was transcribed and then verified by the women, and all data were analysed using thematic content analysis and symbolic interactionist and discourse/narrative analyses. Salient issues provided a focus for later interviews and generated theory.
The thesis is organised according to major themes that were generated from the data: ‘Getting unwell and getting help,’ ‘Getting well’ and ‘Getting back to work.’ Within these broad themes, key ideas emerged around the women’s views on the difference between ‘madness’ and ‘mental illness’, the biological basis for mental distress, the impact of labelling, the importance of having a ‘literacy’ around psychiatric illness that helps foster agency, the importance of workplace accommodations and mentors in vocational settings, and the process of renegotiating vocational identity when one has a psychiatric illness.
Data analysis revealed how participants make ‘sense’ of their psychiatric ill health and recovery/resilience-development experiences, create a vocational self-concept and view themselves as social beings in the current socio-political and cultural context of being New Zealanders. The women’s narratives exhibited negligible explicit gender role identification and the present research uncovered very little explicit data relevant to lesbian and bisexual women’s lives, apart from data on sexual identity disclosure. Rather the women spoke as members of a group that accepted Western diagnoses and used various strategies to reclaim what had been lost and grow new social and vocational roles.
The thesis, therefore, provides a platform for understanding the experiences of women living with psychiatric illness in Aotearoa/New Zealand. It provides new information on service-users’ views of medical models of psychiatric illness and the efficacy of their alliances with mental health professionals. It also provides evidence of the needs women have for gaining and maintaining employment after diagnosis with psychiatric illness.
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McCash, Phil. "Career development at depth : a critical evaluation of career development theory from the perspective of analytical psychology." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21802/.
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In this thesis, it is argued that Jungian and post-Jungian perspectives, in contrast to Freudian and Adlerian, have been neglected in classic and contemporary career development theories. This omission is addressed by undertaking a critical evaluation of career development theory in relation to analytical psychology. The primary research strategy adopted is a systematic and critical comparison of the two literatures. Canonical and contemporary texts from within career studies are selected focusing on seven areas of career theory: cultural systems; personality; career types; career strategies; narrative; life course development; and learning. These are critically evaluated using concepts from analytical psychology. Specifically, the work of Jung and post-Jungian scholars is deployed in relation to individuation and the key themes of: projection; persona; typology; archetypal image; personal myth; vocation; and transformational learning. The original contribution is a post-Jungian evaluation and re-imagination of career development theory. It is suggested that cultural career theory can be enhanced by considering the role of projection. In addition, it is argued that self-concept career theory is enriched by Jung’s structural model of the psyche; and the literature on career types can be broadened to include typology. It is further proposed that individuation offers a more critical take on career strategies; and personal myth extends the narrative turn in career studies. Finally, it is claimed that developmental theory is illuminated by an analytical psychological view of vocation; and career learning augmented by transformational learning theory. Overall, it is argued that career means to carry life, and through personal myth, weave together the golden threads that connect us all.
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Harper, Robert T. "Career development : expectations and outcomes of career counseling provided to currently employed workers." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832985.
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Responses of employees completing a career counseling program (n = 95) were collected to answer research questions about participant expectations and outcomes of the counseling program. The career counseling program was provided to management and non-management employees throughout the state of Indiana by an Indiana based communication company. During the first year, 202 employees completed the career counseling program. These employees were mailed a 19 item, researcher developed, survey instrument. The reported data were collected from 95 surveys (47%) that were returned.The purpose of the career counseling program was to assist current employees of the organization in establishing career and educational goals to better cope with a changing work environment. Research questions studied were (1) In what ways did the career counseling program help shape the career plans and goals of the participating employees, (2) In what ways were employees who completed career counseling making observable progress toward exploring and implementing career goals, (3) In what ways did career counseling successfully meet the initial counseling objectives of the participants, and (4) In what ways did the career counseling program meet the original expectations of the sponsoring organization.Response data indicated that meeting with trained career counselors and reviewing a LIFEPLAN career assessment instrument ranked as the top two activities helping to shape career plans and goals of program participants. Observable progress toward established goals was reported by 95% of the counseling participants enrolling in some type of educational program after completing the counseling program. Successful accomplishment of initial counseling objectives of the participants was reported by 73% of the counseling participants. They reported increased confidence in their career decisions and in their actions as a result of participating in the counseling program.Evidence from the data indicated that an individual meeting with a trained career counselor was the most often reported counseling activity assisting employees to better understand their career and educational goals. Data also indicated the career counseling program was meeting many of the initial counseling expectations reported by participating employees.Questions to be reviewed in future career counseling programs for employees are also presented.<br>Department of Educational Leadership
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Sekole, Mohlatlego Glostine. "The career progression of masters in business administration (MBA) graduates: the case of university of Limpopo graduates between 2007 and 2011." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/2596.
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Thesis (MBA.) -- University of Limpopo, 2015<br>The contribution of an MBA degree on career mobility in South Africa is of importance and exhibits strong interest from academics, business and public space. Many people believe that an MBA can help for any managerial position especially in cooperate business set up in terms of upward career mobility and skills acquisition. This study wanted to find out if indeed qualifying with an MBA degree helps graduates to move upward, get better salaries and benefits and feel more skilled.This study was conducted using graduates from the Turfloop Graduate School of Leadership, University of Limpopo, who graduated between 2007 and 2011. A total of 44 participants responded. The results mainly indicated that the MBA qualification does help in helping graduates feel better capacitated and ready for managerial positions. The qualification also helps with higher positions and/or salaries. However, for candidates to realise those better positions they mostly need to move to other organisations or even other provinces.The study recommends that another study focused on more universities that offer MBA in South Africa be carried out to compare the career advancement of graduates from all these universities. Another one that focuses on the reasons why career progression is not mostly realised in organisations within which candidates worked prior to getting an MBA degree is also recommended.
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Brake, Nancy Elaine Thompson. "The impact of career ladder on district characteristics and career ladder goals in Missouri schools /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962505.
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Hong, Hee Jung. "A psycho-educational curriculum for sport career transition practitioners : development and evaluation." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/25589.
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The aim of this thesis is to extend sport career transition knowledge by developing and evaluating a psycho-educational curriculum for sport career transition practitioners. Study 1 provides an extensive overview of organisational intervention programmes for sport career transition, as well as of training and development programmes for sport career transition practitioners from 19 countries worldwide. The purpose of Study 1 was to examine the following five features of sport career transition organisational intervention programmes and training and development programmes for sport career transition practitioners: 1) At the government level, which organisation is responsible for the delivery of sport career transition organisational intervention programmes? 2) What is the typical strategy of sport career transition organisational intervention programmes? 3) Which activities and events are included in sport career transition organisational intervention programmes? 4) Who is responsible for the delivery of sport career transition organisational intervention programmes? and 5) Do sporting organisations have training and development programmes for sport career transition practitioners? Findings from Study 1 were used to inform Study 2 and to supplement the literature review. According to the literature, training and development programmes for sport career transition practitioners remain scarce, while the number of sport career transition organisational intervention programmes is gradually increasing. The purpose of Study 2 was to develop and evaluate a novel psycho-educational curriculum for sport career transition practitioners. There were three stages of development and evaluation: (1) content development, (2) curriculum design and (3) curriculum evaluation. To achieve the goal of Study 2, a focus group and a two-round Delphi method were implemented. The final version of the psycho-educational curriculum is presented in Chapter 5. The purpose of Study 3 was to test a key aspect of the psycho-educational curriculum developed in Study 2 concerning 38 competences of sport career transition practitioners. A curriculum package consisting in the key parts from the overall curriculum was developed for Study 3. The findings revealed that the curriculum package positively affected the confidence of the study participants in 38 competences concerning sport career transition. This demonstrates that the curriculum is effective for the development of sport career transition practitioners, as the study participants exhibited greater confidence on all four factorsDual Career Transition Management, Skill Transfer, Social Support, and Career Planningwhen completing the curriculum package. The discussion in Chapter 7 focuses on both the theoretical and practical implications of the research, limitations and future research directions. In conclusion, the findings presented here deepen the knowledge of sport career transition in the areas of organisational intervention programmes for high performance athletes and training and development programmes for sport career transition practitioners. In addition, a novel psycho-educational curriculum for sport career transition practitioners is developed and evaluated.
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Rodriguez, Kristina. "Family and Cultural Influences on Latino Emerging Adults' Career Development." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955116/.
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There is an extensive amount of research on career development, but most of the constructs studied have focused on content-oriented variables rather than process-oriented variables. While some of the studies have examined samples from ethnic minority populations, the majority of studies use ethnic minority populations as comparison groups, studying between-group differences as opposed to within-group differences. The literature is especially deficient in the are of Latino career development. The current study will examine how family and culture influence the career development of Latino emerging adults. This study will explore the influence of socioeconomic status and acculturation on the career salience and career maturity of Latino emerging adults. The quality of the parent-emerging adult relationship will also be explored for its influence on career development outcomes in this population. One hundred fifty Latino undergraduate students ages 18-24 will be recruited for participation in this study. The participants will complete questionnaires regarding demographic information, acculturation, the quality of the parent-emerging adult relationship, career salience, and career maturity.
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Newhouse-Maiden, Lesley Patricia. "Hearing their voices : building a career development model for women in engineering." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2474.
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This study is an interpretive investigation of the life-career histories of 53 women in engineering; and a case study of one woman's account of present-lived career and her quest for identity in engineering over an eight year period (1992-1999). This study had two broad aims. First, it aimed to give voice to women's stories derived from their own reflective accounts, and to compare and contrast their perspectives with feminist writers' reviews of non-traditional girls' and women's career experiences, and with the organisational career story of itself. Second, it aimed to evaluate the adequacy of my convergence of a socialist feminist "unified systems" theory of social relations (Jaggar, 1983, 1989; Jaggar & Rothenberg, 1984, 1993) with Super's segmental life-span, lifespace theory (Super, 1980, 1990, 1994) to explain women's career and personality development. Further to this theoretical convergence, I elaborated on Super's original models and evaluated their usefulness for my gender analysis of career from four perspectives. I conceptualised "career" as both "subjective" and "organisational" (Dale, 1972; Hughes, 1937) and, using Benhabib's (1986b) terminology, created four perspectives by further differentiating career into either "generalised other" or "concrete other" (see Figure 1.1). Drawing on the findings of my exploration of the women's careers, I extended the range of Jaggar's/Super's explanatory theories of career and personality development (Figure 2.2) in an elaboration of Supers archway model (Figure 8.1). I found that my combined Jaggar/Super career archway and spider web model (Figure 2.3) represented the life-space tensions in each individual woman's career decision-making in engineering.The life-career rainbow was a valuable subsidiary model (Figure 2.4) in highlighting the complexities of gender as an overarching socio-cultural factor for theoretical and conceptual analyses of career and its effect on salient role relationships and personality development at each life-stage. My convergence career ladder represented the organisational career statuses and the successive development of the subjective career and identity through the completion of developmental tasks (Figure 2.6). My case study Cecilia, in common with other participants, I found to be an accomplished "feminine ambivalent" (Douvan & Adelson, 1966) and "paver of the way" (Josselson, 1987), yet she (like several others) floundered in the milieux of engineering. Her story indicates the continued need for engineering educators: to acknowledge the significance of women's subjective constructs of career to effect transformative change by promoting equity and excellence; to recognise ways in which the subjective and the organisational constructs of career can complement one another; and to implement changes which facilitate such complementarity. This study fills a space in the research literature on non-traditional girls' and women's career development. It also has potential to assist those who wish to gain a better understanding of the career pathways of women in engineering.
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Dullabh, Asha. "The career development of adolescents in a children's home: a career systems perspective." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/319.
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Adolescents in a children’s home are exposed to unique experiences from an early age. These adolescents develop in a system with early deprivation experiences, which may result in developmental and adjustment problems that impact on several spheres of their lives, including their career development. Given the lack of South African career research on adolescents, the present study aimed to explore and describe the career development of adolescents in a children’s home. Specifically, this exploration takes the perspective of the systems theory framework of career development which is comprised of three interrelated systems, namely the individual, social, and the environmental/societal systems. The research approach was exploratory and descriptive in nature and was conducted both within a qualitative and quantitative framework. A workbook titled My System of Career Influences (McMahon, Patton, & Watson, 2003a), was used to collect the data. A non-probability, purposive sampling technique was employed to obtain the sample which consisted of 16 English-speaking adolescents, aged between 13 and17 years. Age, gender and culture were not considered in this study. The qualitative data was subjected to content analysis to identify themes, while frequency counts were used for the quantitative data. The results indicate that the present sample of adolescents is presently in the process of exploring and crystallizing their career choice, therefore fitting well within Super’s (1990) theoretical career stage of Exploration. The majority of the adolescents indicated that their present career situation involves making choices regarding schools, subjects, and participation in activities. Quantitative findings indicate that all influences within the three interrelated career systems have an influence on the career development of adolescents in a children’s home. Based on frequency counts, individual system influences such as personality, health, interests and abilities were identified as prominent influences. Within the social system, prominent xi influences included parents, friends, teachers and reading. Within the environmental/societal system, influences such as financial support, location of universities, availability of jobs, and opportunities to work overseas were identified as prominent influences. In addition, adolescents were able to reflect on their personalized diagram of system influences and thus to examine the inter-relatedness of the three systems. The present study highlights the applicability of both the systems theory framework and the My Systems of Career Influences measure in exploring and describing the career development of adolescents in the unique contexts within which they live. Limitations and recommendations for future research based on the present findings are suggested.
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Miles, Jean. "The impact of a career development programme on career maturity and academic motivation." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/143.
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The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.
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Belisle, Roger H. "Student Psychological Distress in a Career Exploration Course." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd965.pdf.
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Sutton, Martha J. "Organizational Citizenship Behavior: A Career Development Strategy." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001133.
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Helmer, Emilie, Therese Hjälmner, and Fanny Stener. "Feamle career development : The importance of networking." Thesis, Jönköping University, JIBS, EMM (Entrepreneurship, Marketing, Management), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-7674.
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<p> </p><p>Past research reveals that fewer women than men possess top management positions and statistics imply that in Sweden only 24 percent of all board members are women (European Commission, 2008). Gender differences are even more obvious in the private sector and this is the reality facing today’s graduates, regardless of the fact that the number of female and males taking a business degree in Sweden is approximately the same (SCB, 2006).</p><p>The purpose of this study is to examine if networking can influence women’s career development. Networking and social capital is argued to be a vital tool for career development (Yukl, 2006), and former studies present information that men and women take advantage of their networks rather differently (Burke, Rothstein and Bristor, 1995). However, as the researchers approached the subject, supplementary factors for advancing up the corporate ladder were identified. Theories regarding female leadership, female career progression and the glass ceiling are therefore taken into consideration as vital factors for career development. In order to carry out this study a qualitative approach was chosen, and five business women were interviewed, all considered proficient of the subject.</p><p>The main conclusion derived from the interviews demonstrates that formal networks were less important than informal networks in order to overcome career obstacles and advance professionally. The networks that were considered most beneficial for the interviewees were the ones that evolved naturally and were reciprocal. Moreover, pure female networks were not considered as valuable as mixed networks since men more often possess access to important information than women. Having a mentor was considered vital at top positions since it provides support and further enhances information sharing. However, the results led to conclude that an additional key success factor for female career development was connected to leadership style; and having a transformational leadership style with transactional characteristics was concluded as most beneficial. Furthermore, the interviewees highlighted the importance of possessing the right personal traits and also to share the responsibilities for home and family life with one’s partner.</p><p>This study is assumed to be interesting for women in their career with ambitions to reach the top of the corporate ladder. It is also assumed to be interesting for network organisations to use as a benchmark tool.</p><p> </p>
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Palmer, Sylvia. "Parental involvement in career development of children." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/27250.
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The purpose of the study is to determine the extent to which a program for parents to assist their adolescent children in career development, facilitates the adolescent's level of career maturity and perceptions of family cohesion and adaptability.
The study design employed an experimental and control group. The treatment consisted of a structured program designed for parents to assist in the career development of their children. The sample for the study consisted of 40 volunteer families from five schools. Each family had a child in grade ten or eleven. A four week time period was allowed for the treatment portion of the study. Families were pretested and posttested on the Career Planning, Career Exploration, Decision Making, and World of Work Information Scales of the CDI (Super et al., 1980), FACES (Olson et al., 1978), and a questionnaire measuring changes in career maturity and dyadic formation. Each family in the experimental group was interviewed to determine the effectiveness of the program from their own viewpoint.
A multivariate analysis of variance with repeated measures was used for the analysis of the data. A significant difference was found for the adolescents of the experimental group in career maturity, family cohesion, and career maturity and dyadic formation items of the questionnaire. There was no significant treatment difference for family adaptability. One significant interaction effect, that of -treatment by school, indicated there was a slight tendency for students of one school to improve more than students in other schools. Interviews were conducted with the parents in the experimental group to understand specific changes in career maturity, family adaptability and cohesion, and dyadic formation brought out by the quantitative variables.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Ayres, Helen, and n/a. "Influences on career development in Australian tourism." University of Canberra. Languages, International Studies & Tourism, 2006. http://erl.canberra.edu.au./public/adt-AUC20070119.100212.
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This thesis explored careers within Australian tourism with the aim of developing a
model of influences on career development in the tourism industry. As tourism is still
an emerging profession, careers have yet to be clearly defined and career paths are not
easily identifiable. In addition, there is evidence to suggest that the industry is prone
to high turnover, low retention rates, is often viewed as a low skilled industry and has
difficulty attracting employees with a view to serious career development.
While some research into careers into hotel management is available, in depth career
studies in the tourism industry have yet to emerge. This thesis addresses this gap in
the literature and provides industry stakeholders with information to assist in human
resource management and policy development.
The researcher drew finding from an electronic survey that was designed from
information collected from an exploratory study conducted by the researcher, from
literature available on both career development and research on the tourism industry,
and from earlier research projects. This electronic survey was designed to collect
primarily qualitative data and was disseminated to the Australian tourism industry.
Results from this study suggest that careers in the tourism industry are influenced by a
variety of mentoring relationships. Both formal education and on-the-job training was
found to be increasingly important for those wanting to advance in the industry and
remaining mobile between jobs, between organisations, within industries and
geographically was advantageous. A motivation to work in tourism and a "passion"
for the industry was found to be a strong influence on career development in the
current study.
This study should add to our understanding of careers in Australian tourism and, more
specifically to our understanding of the role of formal education and on-the-job
training in career development and the perceived value of such training. The current
study reinforces previous knowledge of high levels of mobility within the tourism
industry and suggests the need to change job, organisation, industry or geographical
location is influential on career development in Australian tourism. In addition, the
results suggest that although structured mentorship programs are currently unavailable
to many in the tourism industry, mentorship in the form of informal and networking
relationships assists career development.
While this thesis has contributed to our understanding of career development in the
tourism industry, because of inevitable limitations with the sample obtain for this
study, it would be useful to replicate this survey with other sectors of the tourism, to
explore influences on careers in tourism in other countries, to investigate gender
issues in the industry and to further explore the influences of education, mobility and
mentorship.
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Roberts, Cristine Ann Ward-Smith Peggy. "Instrument development the nursing career search questionnaire /." Diss., UMK access, 2008.
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Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2008.<br>"A dissertation in nursing." Advisor: Peggy Ward-Smith. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Sept. 12, 2008. Includes bibliographical references (leaves 111-125). Online version of the print edition.
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Mikhail, Anne. "Career development of second-generation immigrant women." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95106.
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Second-generation immigrants represent a significant subgroup of the Canadian population and workforce; however, the career development of adult second-generation immigrant women has not been examined. In order to understand the career development of second-generation women, an integration of Gottfredson and the feminist-multicultural career development theories was used. According to this integrated framework, it was important to understand: 1) sex-roles and gender and occupational stereotypes; 2) the effect of culture (i.e., familial, social class, and societal); 3) the effect of socio-cultural factors and systemic institutions (e.g., occupational stereotypes and discrimination); and 4) the effect that immigrant mothers had on the career development of second-generation immigrant women. A phenomenological approach was used to examine the career development experiences of second-generation immigrant women. Participants were 21 second-generation immigrant women between the ages of 24 and 39 years old, who had been working for at least 2 years. The women participated in an individual interview and co-created two pictorial representations of their own and their family's career development experiences. Participants were asked to describe their career aspirations, interests, values, and decision-making process as well as the influence of gender, family, culture and other societal factors on their career development. Results showed that the career development of second-generation immigrant women was very similar to that of North American women, indicating that the struggles that North American women faced seemed to be a cross-cultural phenomenon that transcended cultural and immigration status boundaries. Additionally, findings suggested that participants were influenced by their family and culture to pursue post-secondary education and culturally acceptable careers. It was also found that school programs (e.g., co-operative education program) were influential becaus<br>Les immigrants de deuxième génération constituent un sous-groupe important de la population Canadienne et des travailleurs canadiens; toutefois, le développement de carrière des immigrantes de deuxième génération d'âge adulte n'a jamais été examiné. Afin de comprendre le développement de carrière des immigrantes de deuxième génération, une synthèse de la théorie de Gottfredson et du développement de carrière féministe multiculturelle ont été utilisés. Selon ce cadre de travail, il était important de comprendre ce qui suit : 1) les rôles sexuels et les stéréotypes; 2) les influences culturelles (p. ex. famille, classe sociale et société); 3) les incidences des facteurs socioculturels et des institutions systémiques (p. ex. stéréotypes et discrimination professionnels); et 4) l'influence des mères immigrantes sur le développement de carrière des immigrantes de deuxièmes génération. Une approche phénoménologique a été utilisée pour étudier le développement de carrière des immigrantes de deuxième génération. Le groupe de participantes était constitué de 21 immigrantes de deuxièmes génération âgées entre 24 et 39 ans, et qui travaillaient depuis au moins deux ans. Les femmes ont passé une entrevue individuelle et elles ont créé en collaboration deux représentations graphiques, l'une de leur propre développement de carrière et l'autre du développement de carrière de leur famille. Les participantes ont décrit leurs aspirations professionnelles, leurs intérêts, leurs valeurs et leur processus décisionnel ainsi que l'influence du sexe, de la famille, de la culture et d'autres facteurs sociaux sur leur développement de carrière. Les résultats ont démontré que le développement de carrière des immigrantes de deuxième génération était très semblable à celui des femmes nord américaines, ce qui indique que les obstacles auxquels ces dernières font face semblent constituer un phénomène interc
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Iverson, Nathan D. "Career Development Practices in a Global Economy." Thesis, Seattle Pacific University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10830528.
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<p> The workplace has entered an international era where the need for proactive, globally-aware employees has become increasingly crucial. More than ever, employees are responsible for agentically investing in their own development and work outcomes—including job satisfaction. This study investigates the relationship between agentic career practices, organizational support, and job satisfaction. Better clarity is needed to understand the career management skills and practices that individuals can develop to navigate the modern workplace. This study compared 2,870 individuals across 73 nations. Five Career Development Practices (CDPs) (connecting with others, planning for development, branding, adapting, and stretching) were found to be meaningfully connected to job satisfaction (<i>R</i><sup>2</sup> = .46) where connecting with others emerged as the most potent CDP. Furthermore, the order of the CDPs’ potency in explaining job satisfaction varied by global region to indicate practices vary by culture. </p><p>
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Liptak, John J. "Development of a career exploration inventory (CEI)." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39987.
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The purpose of this study was to develop a comprehensive career interest inventory based on Super's (1980, 1984) Life Span, Life Space Theory of Career Development, and McDaniels' (1983) concept of Career = Work + Leisure (C = W + L). Career counselors increasingly have recognized the importance of a developmental perspective (Seligman, 1980; Super, 1983) and the inclusion of leisure as an integral component of one's career (Blocher & Siegal, 1984; Edwards, 1984; McDaniels, 1984).
The results of this study produced a one hundred and twenty item interest inventory which can be used in career counseling, leisure counseling, or in a holistic approach. The Career Exploration Inventory (CEI) is an innovative instrument which measures developmental work and leisure interests from the past, in the present, and those anticipated in the future. The instrument is a self-administered, scored, and interpreted interest inventory for guided career exploration.
Norms were developed for the CEI using two separate norm groups: unemployed/underemployed adults (N=104) and employed adults (N=106) ranging in age from eighteen to seventy-three. Validity of the CEI was comparable to existing work and leisure interest inventories. Coefficient alpha internal consistency measures ranged from .56 to .84, while subjects' top scores for the interest categories were consistent with their work and leisure activities 43 to 51 % of the time. The CEI correctly identified sustained, developmental interests for work (54%) and leisure (67%). Test-retest reliability measures for the eEl ranged from .80 to .92 over a three month period of time.
The results of this study verified the utility of a developmental instrument which measures an individual's work and leisure interests over time. Many subjects reported the instrument's accuracy in measuring "true" continuing interests, rather than just current interests.<br>Ed. D.
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Bock, Shelley Hemphill. "SECONDARY CAREER AND TECHNICAL STUDENT ACHIEVEMENT MEASURED BY THE MISSISSIPPI CAREER PLANNING AND ASSESSMENT SYSTEM." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06102008-123001/.
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The purpose of this study was to examine the relationship of teacher attributes and school contextual factors to student achievement in career and technical education in Mississippi. The teacher attributes years of teaching experience, degree(s) of attainment, professional development, and national board certification were included as independent variables. Additionally, the contextual factors of enrollment, academic achievement, and socio-economic status were included as independent variables. The statewide standardized assessment for career and technical education was used as the dependent variable measuring student achievement at the school district, career and technical program area, and individual career and technical course levels. The predictor model including all independent variables resulted in statistically significant variance explained in student achievement. National Board for Professional Teaching Standards® showed a statistically significant positive impact on student achievement at the school district level, the cooperative education and marketing program level, and the following five individual career and technical courses: allied health, automotive service technology, business and computer technology, early childhood services and education, and horticulture. Additionally, at the career and technical program level, academic achievement and degree(s) of attainment showed positive impacts on student achievement. Also, on the program level, more years of teaching experience, higher enrollment, and higher levels of socio-economic status showed negative impacts on student achievement. On the school district and program levels, attendance at the professional development workshop had a negative impact on career and technical student achievement.
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Liu, Yu-Ching. "Relationships between career resilience and career beliefs of employees in Taiwan." Texas A&M University, 2003. http://hdl.handle.net/1969.1/474.
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The purpose of this study was to explore the relationships between career resilience and career beliefs among employees in Taiwan. This study also examined whether selected demographic variables had effects on career resilience and career beliefs. A pilot study involving 178 participants was conducted in Taiwan to validate the instruments used in the main study. Twenty items were selected for measuring career resilience. These items were taken from London's Career Motivation Inventory (1993b), Noe, R. A., Noe, A. W., and Bachhuber's measures of career motivation (1990), and Michigan's Career Resilience Scale (Bice, 1999, January 24-30). Forty-nine items consisting of 10 subscales in the Career Beliefs Scale were adopted from Yang's Chinese Career Beliefs Inventory-Form B (1996). The study had 578 current employees from diverse work settings in Taiwan.
Career resilience scores were negatively correlated with the total career beliefs scores (r = -.22, p less then .01), which indicated that participants who were higher on career resilience tended to possess fewer irrational career beliefs. Career resilience scores were negatively correlated with belief in fate, avoidance of decision making, the belief that some occupations are more prestigious than others, possessing sex role stereotypes, assuming other's help can determine the best choice, and the belief that salary is the primary concern when making career choices. Career resilience scores were positively correlated with the belief that one should find the best-fit career and that work is very important in one's life. However, the magnitudes of coefficients were small (the absolute r values were all less than .40).
The results of ANOVA showed that gender, education, type of institution, recent participation in training/educational activities, and supervisory experience yielded statistically significant main effects in career resilience scores. Additionally, there was a significant interaction effect on career resilience for gender by education.
MANOVA results showed that gender, age, educational levels, types of institutions, supervisory experience, career change, and recent participation in training activities yielded statistically significant differences among career beliefs. Discriminant analyses were applied to further investigate the differences among the 10 career belief subscales for the significant demographic variables.