Academic literature on the topic 'Career meta-competencies'

Recent literature documents the demise of traditional linear careers and the rise of protean, boundaryless, or portfolio careers, typified by do-it-yourself career management and finding security in ongoing employability rather than ongoing employment. This article identifies key attributes of the ‘new career’, arguing that individuals with careers in the well-established fields of fine and performing arts often fit into the ‘new careerist’ model. Employment/career data for professional fine artists, performing artists and musicians in Australia is presented to support this claim. A discussion of the meta-competencies and career-life management skills essential to navigate the boundaryless work world is presented, with specific reference to Australian artists, and recommendations for future research.

The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic knowledge. An example of the importance of these areas for successful Common Core implementation is provided in the context of a central Common Core focus: students’ deep engagement with text.

Introduction The learning process demands appropriate and effective strategies. Furthermore, the service-learning methodology implies significant challenges for both the student and the teacher-tutor. Objective To reveal the experience of community-based teacher-tutors work with nursing students from the Austral University of Chile, using the service-learning methodology. Method Descriptive and exploratory qualitative research through an intrinsic case study. Non-probabilistic and intentional sample of cases by criteria and convenience. Five teachers from the Austral University of Chile Nursing Institute hired by the university were interviewed. They fulfilled the role of teacher-tutor after signing the informed consent. The information was obtained through semi-structured interviews, and the analysis was carried out through the data reduction methodology, which considers the analysis of results at three levels. The Scientific Ethics Committee of the Austral University of Chile School of Medicine approved the study. Results At level 1: One hundred and seven (107) units of meaning were identified, grouped into five descriptive categories. At level 2, three meta-categories were formed: "opinion of the tutor-teachers on working with the service-learning methodology", "factors that influence working with the service-learning methodology" and "generic competencies developed with the service-learning methodology. Finally, at level 3, two qualitative domains were identified: "Teacher-tutors appreciation for the development of the service-learning methodology" and "Contributions of the service-learning methodology for developing generic competencies". Conclusions The efficient implementation of the methodology requires training and motivation of tutors, teachers, students and community partners.

This study aims to assess the effectiveness of employee mutations and placements applied to several institutions in Indonesia. This study uses the meta-synthesis method by conducting a review of 31 previous studies listed in the research media. The results of the study found that government agencies in Indonesia had implemented mutation policies based on applicable regulations ranging from the law to local regulations on several factors, the value of improving performance and productivity, career development and promotion, to filling vacant positions. However, several studies have found that there is still corruption, collusion and nepotism, political affiliation, family connections, and close relations with superiors which causes a mismatch between the placement of employees and their competencies. Transfer of employees based on a merit system is indicated to improve performance including public services in providing information to create public sector accountability. Career development and promotion can also expand knowledge and experience to produce creative and innovative employees to support the achievement of organizational goals.

IntroductionResearch organizations face challenges in creating infrastructures that cultivates and sustains interdisciplinary team science. The objective of this paper is to identify structural elements of organizations and training that promote team science.MethodsWe qualitatively analyzed the National Institutes of Health’s Building Interdisciplinary Research Careers in Women’s Health, K12 using organizational psychology and team science theories to identify organizational design factors for successful team science and training.Principal ResultsSeven key design elements support team science: (1) semiformal meta-organizational structure, (2) shared context and goals, (3) formal evaluation processes, (4) meetings to promote communication, (5) role clarity in mentoring, (6) building interpersonal competencies among faculty and trainees, and (7) designing promotion and tenure and other organizational processes to support interdisciplinary team science.ConclusionThis application of theory to a long-standing and successful program provides important foundational elements for programs and institutions to consider in promoting team science.

Objectives. To use a systematic review methodology to describe the state of the youth participatory action research (YPAR) literature and synthesize findings about the youth outcomes reported in these studies. Methods. We screened and coded studies using a process consistent with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Of the 3,724 articles found in the database search, 67 reports of 63 distinct studies were included in the final sample. These reports were coded for reports of YPAR principles and project characteristics, study methods, and reported youth outcomes. Results. The YPAR literature comprises predominantly qualitative studies, with only two randomized trials. The most common outcomes associated with participation in YPAR were those related to agency and leadership (75.0%), followed by academic or career (55.8%), social (36.5%), interpersonal (34.6%), and cognitive (23.1%) outcomes. Conclusions. This systematic review provides emerging evidence of the skills and competencies youth may develop through YPAR and offers methodological recommendations for future research that can provide greater evidence of causality.

ObjectiveTo characterise the contributing factors that affect medical students’ subspecialty choice and to estimate the extent of influence of individual factors on the students’ decision-making process.DesignSystematic review and meta-analysis.MethodsA systematic search of the Cochrane Library, ERIC, Web of Science, CNKI and PubMed databases was conducted for studies published between January 1977 and June 2018. Information concerning study characteristics, influential factors and the extent of their influence (EOI) was extracted independently by two trained investigators. EOI is the percentage level that describes how much each of the factors influenced students’ choice of subspecialty. The recruited medical students include students in medical school, internship, residency training and fellowship, who are about to or have just made a specialty choice. The estimates were pooled using a random-effects meta-analysis model due to the between-study heterogeneity.ResultsData were extracted from 75 studies (882 209 individuals). Overall, the factors influencing medical students’ choice of subspecialty training mainly included academic interests (75.29%), competencies (55.15%), controllable lifestyles or flexible work schedules (53.00%), patient service orientation (50.04%), medical teachers or mentors (46.93%), career opportunities (44.00%), workload or working hours (37.99%), income (34.70%), length of training (32.30%), prestige (31.17%), advice from others (28.24%) and student debt (15.33%), with significant between-study heterogeneity (p<0.0001). Subgroup analyses revealed that the EOI of academic interests was higher in developed countries than that in developing countries (79.66% [95% CI 70.73% to 86.39%] vs 60.41% [95% CI 43.44% to 75.19%]; Q=3.51, p=0.02). The EOI value of prestige was lower in developed countries than that in developing countries (23.96% [95% CI 19.20% to 29.47%] vs 47.65% [95% CI 34.41% to 61.24%]; Q=4.71, p=0.01).ConclusionsThis systematic review and meta-analysis provided a quantitative evaluation of the top 12 influencing factors associated with medical students’ choice of subspecialty. Our findings provide the basis for the development of specific, effective strategies to optimise the distribution of physicians among different departments by modifying these influencing factors.

Despite the many efforts to propose effective career development solutions and career satisfaction in the hospitality industry, issues of staff retention and rising turnover continue to surface. The need for quality employees who consider hospitality a long-term career is of paramount importance. If employers wish to retain existing talent and also attract new talent, they have to know their employees’ key characteristics. Until now the industry has preferred to recruit using competencies and task proficiency or specific technical expertise and job aptitude. Passion, sensitivity, team-oriented attitude, emotional self-control, and professional ethics have been identified as characteristics of professionalism within the hospitality industry. What remains unknown are the individual qualities that make a hospitality employee ‘professional’. To identify the new indicators of what constitutes a hospitality ‘professional’, an extensive review [1] of previous academic research was undertaken in these five areas: the hospitality environment [2, 3]; understanding professionalism [4]; self-efficacy (the power of believing in one’s own capabilities) [5]; career inheritance (career as inherited from one’s family) [6]; and career commitment (the emotional attachment to one’s career) [7]. This resulted in identifying three common characteristics of a hospitality professional: hospitality self-efficacy; hospitality career commitment; and hospitality career inheritance. A hospitality professional has high levels of hospitality self-efficacy, which means having the confidence to achieve a particular task or an outcome; in this case, a successful hospitality career. A committed hospitality professional self-directs their career path by taking charge of their career goals to improve their skills, career prospects and achieve promotions. Such an individual is also willing to learn and treats challenges as obstacles to be overcome, rather than as threats. Hospitality becomes an inherited part of their life and their career identity. This requires having the ability to thrive on the very nature of the industry, which is dynamic, exciting and ever-changing. The hospitality career inheritance is such a significant part of their life for hospitality professionals that it represents their ability to identify with hospitality beyond their working lives. This, in turn, is likely to compensate them for certain conditions of the job such as working long hours, but also to contribute to increased levels of hospitality career commitment. In times of increased changes in organisations, related to diversified workforce, globalisation and technological advancements, having a career is likely to have a positive influence on hospitality professionals who can exercise the most control over this part of their professional lives. In an industry known for its high staff turnover, a committed hospitality professional is an asset to both an organisation and the industry as a whole. Knowledge of the key characteristics of a hospitality professional has implications for human resource management in the hospitality industry. Diversity of roles, being challenged and using their skills is what drives and motivates career-driven hospitality professionals to perform and develop an emotional attachment to their career. This requires, from the managers, a genuine understanding of the nature of hospitality, and what hospitality means to each professional. Together, the three professional characteristics are also considered a strong predictor of a person’s desire to contribute to the successful performance of a hospitality business. Therefore, to meet the identified shortage of hospitality managers, the industry needs to attract hospitality professionals who are committed, emotionally attached to hospitality, and who exhibit high levels of self-confidence. The research review on which this article was based can be read here: https://doi.org/10.1386/hosp.9.2.215_1 Corresponding author Maria Gebbels can be contacted at: m.m.gebbels@greenwich.ac.uk References (1) Gebbels, M.; Pantelidis, I. S.; Goss-Turner, S. Towards a Personology of a Hospitality Professional. Hospitality & Society 2019, 9 (2), 215–236. https://doi.org/10.1386/hosp.9.2.215_1 (2) Mooney, S. K.; Harris, C.; Ryan, I. Long Hospitality Careers – A Contradiction in Terms? International Journal of Contemporary Hospitality Management 2016, 28 (11), 2589–2608. https://doi.org/10.1108/IJCHM-04-2015-0206 (3) Cassel, S. H.; Thulemark, M.; Duncan, T. Career Paths and Mobility in the Swedish Hospitality Sector. Tourism Geographies 2018, 20 (1), 29–48. https://doi.org/10.1080/14616688.2017.1402946 (4) Cheng, S.; Wong, A. Professionalism: A Contemporary Interpretation in Hospitality Industry Context. International Journal of Hospitality Management 2015, 50 (1), 122–133. https://doi.org/10.1016/j.ijhm.2015.08.002 (5) Bandura, A. Social Foundations of Thought and Action: A Social Cognitive Theory; Prentice-Hall: Englewood Cliffs, NJ, 1986. (6) Inkson, K. Images of Career: Nine Key Metaphors. Journal of Vocational Behavior 2004, 65 (1), 96–111. https://doi.org/10.1016/S0001-8791(03)00053-8 (7) Meyer, J. P.; Stanley, D. J.; Herscovitch, L.; Topolnytsky, L. Affective, Continuance, and Normative Commitment to the Organization: A Meta-analysis of Antecedents, Correlates, and Consequences, Journal of Vocational Behavior 2002, 61 (1), 20–52. https://doi.org/10.1006/jvbe.2001.1842

Introduction. The article provides an overview and examines the problem of reliability and validity of models and tools for assessing teacher shortages. The purpose of the article is to determine the capabilities of mathematical modeling tools for the system of assessing teacher shortages. Materials and Methods. The research is based on measuring students’ intentions to enter the teaching profession using mathematical modeling tools. The main methodological principle of the research is a systematic approach. Based on the data obtained from a survey of 1,797 undergraduate and postgraduate students at Krasnoyarsk State Pedagogical University named after V. P. Astafiev, the method of multiple regression analysis is used. Results. The main results are that the authors investigated the capabilities of using mathematical modeling tools to assess teacher shortages (multiple regression analysis). It was found that the decision of teacher education students to enter the teaching profession does not depend on their socio-demographic characteristics (gender, year of study, place of residence, field of study, etc.) and is directly related to the characteristics of students’ attitudes to the University, their chosen profession, and professional development. There is a direct dependence of plans to start a teaching career on the self-assessment of their choice of the university. The probability of choosing a teaching career is determined by the ideas of professional development and is directly related to ‘improving skills in the subject area’; ‘mastering meta-competencies: analyzing and reflecting on their activities, evaluating and presenting results, etc.’, ‘mastering new techniques’, ‘transferring knowledge and skills to others, sharing experience’. The authors identified the capacity of using multiple regression analysis for assessing teacher shortages. The authors found that in solving this type of problems, it is reasonable to use empirical mathematical models, which include multiple regression analysis. Conclusions. The article concludes that the mathematical model of multiple regression analysis is a tool for comprehensive assessment. The authors note that multiple regression analysis, as a method of mathematical modeling, allows evaluating the activity in the unity of all characteristics and can be used in the assessment of teacher shortages. The data obtained serve as basic indicators and are used to establish links and relationships between choosing a teacher education degree programme and the intention to pursue a teaching career. Keywords Assessment systems; Assessment tools; Mathematical modeling; Teachers shortages; Students' intentions

The purpose of this study was to construct a career meta-competency model for sustained employability in the contemporary world of work. This study explored a convenience sample (N = 304) of early career employees’ personality preferences (measured by the Myers-Briggs Type Indicator), self-esteem (measured by the Culture-free Self-esteem Inventories for Adults) and emotional intelligence (measured by the Assessing Emotions Scale), as a composite set of their personality attributes, in relation to their employability attributes (measured by the Employability Attributes Scale). The participants comprised 81% blacks and 64% females employed in the business management field in managerial/supervisory (53%) and staff (28%) level positions. Their ages ranged between 25 and 40 years (early adulthood and establishment phase) (79%). The correlations, canonical correlations and multiple regression results indicated that the participants’ personality attributes were significantly and positively related to their employability attributes. Structural Equation Modelling indicated a moderate fit between the theoretically hypothesised career meta-competency model and the empirically tested structural model. The results indicated job level as a significant moderator of the relationship between the participants’ personality and employability attributes. Middle management level was associated with an inverse relationship between the personality and employability attributes. Staff and middle managers did not significantly differ regarding their mean scores on these variables. On a theoretical level, the study deepened understanding of the cognitive, affective, conative and interpersonal behavioural dimensions of the hypothesised career meta-competency model. On an empirical level, the study produced an empirically tested career meta-competency model in terms of the various behavioural dimensions. On a practical level, career v counselling and development interventions for guiding employees’ sustained employability in terms of the career meta-competency behavioural dimensions were recommended.
Industrial & Organisational Psychology
D. Com. (Industrial and Organisational Psychology)

The research focused on constructing a psychological career profile for staff retention practices by investigating the relationship between employees’ psychological career meta-competencies (psychological career resources, career adaptability and hardiness) and their retention-related dispositions (job embeddedness and organisational commitment). A quantitative survey was conducted on a convenience sample of employed adults (N = 355) at managerial and staff levels in the human resource management field. A canonical correlation analysis indicated a significant overall relationship between the psychological career meta-competencies and the retention-related dispositions. Multiple regression analyses indicated the psychological career meta-competencies as significant predictors of the retention-related dispositions variables. Structural equation modelling indicated a good fit of the data with the canonical correlation-derived measurement model. Moderated hierarchical regression analyses showed that gender and marital status significantly moderated the relationship between the participants’ psychological career meta-competencies and the retention-related disposition job-embedded fit. Tests for mean differences revealed that males and females differed significantly regarding their self/other skills and hardy-commitment while the marital status groups differed signifcantly regarding their behavioural adaptability and hardiness. On a theoretical level, the study deepened understanding of the cognitive, affective, conative and interpersonal behavioural dimensions of the hypothesized psychological career profile. On an empirical level, the study produced an empirically tested psychological career profile in terms of the various behavioural dimensions. On a practical level, organisational staff retention practices in terms of the behavioural dimensions of the psychological career profile were recommended.
Industrial & Organisational Psychology
D.Com.(Industrial and Organisational Psychology)

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on research and the associated development of curriculum and instructional activities that address the engineering competencies related to innovation. In this paper, we present a hierarchical curriculum design model, grounded in experiential learning. The model addresses curriculum design from multiple levels: design of experiential activities to provide targeted scaffolding and support for engineering students to develop competencies, then mapping the competencies at course, course sequence, and curriculum levels, for systemic development of competencies at higher order cognition. We illustrate the hierarchical approach for the design of a three-course sequence around the Formula Society of Automotive Engineers (FSAE) Racing team at University of Oklahoma, Norman, to foster meaningful learning, innovation, systems-level thinking, and the attainment of career-sustaining skills through authentic experiences. With a view to stimulating discussion, in this paper we highlight some of the salient features of our plan and some issues that warrant further investigation.