Relevant bibliographies by topics / Learning and career pathways

Contents

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

Academic literature on the topic 'Learning and career pathways'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Learning and career pathways"

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Gyamfi, Gerald Dapaah, Dominic Nti Buabeng, Joshua Ofori Essiam, and Paul Coonley Boateng. "Exploring Adult-Learning Pathways." International Journal of Adult Education and Technology 13, no. 1 (January 2022): 1–13. http://dx.doi.org/10.4018/ijaet.296395.

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The challenges of the 21st century and the advancement in technology in this era require continuous lifelong learning for social development and career advancement. This study explores pathways for adult learning to enhance the growth and development of people at work. The team of researchers used qualitative methods and the phenomenological approach to explore the avenues for adult learning. The findings revealed that the pathways for adult learning involve the use of experiential education, student internship programs, outdoor learning, and other approaches to lifelong adult learning. Moreover, adult learners should be guided and supported in order to learn how to self-regulate how they learn to achieve scholarship and career advancement while working. This study contributes to the literature by revealing the pathways for the eradication or reduction of illiteracy through adult learning.
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Ndejjo, Rawlance, Charles Ssemugabo, Jimmy Osuret, Esther Bayiga Zziwa, Sharon Fonn, Tobias Alfvén, David Mukanga, Meleckidzedeck Khayesi, and Rhoda K. Wanyenze. "Positioning Africa’s public health doctoral students to lead societal transformation and development." BMJ Global Health 7, no. 2 (February 2022): e007996. http://dx.doi.org/10.1136/bmjgh-2021-007996.

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The public health context is becoming increasingly more complex requiring highly trained professionals equipped with knowledge, competencies and tools to address or transform current and future challenges. Doctoral degree training offers an opportunity to build the capacity to detect and respond to such dynamic health challenges. In this paper, we discuss how Africa’s public health doctoral students can be better positioned for the different career pathways to provide leadership on complex health and development challenges. Public health PhD graduates can take up careers in academia, civil service, private sector and civil society, among others. To thrive in these pathways, PhD training should equip them with knowledge, skills and competencies in leadership, creativity and social competence among others. To produce career-ready PhD graduates, there is need to rethink training curricula to build critical skills for diverse career pathways, introduce students to entrepreneurship, and enhance linkages between universities and industry. Experiential learning, exposure to networks and partnerships, postdoctoral programmes and mentorship and exchange programmes can further equip PhD students with key knowledge, skills and competencies. For students to position themselves for the different careers, they ought to plan their careers early, albeit with flexibility. Students should build their soft skills and embrace technology among other transferable competencies. By identifying potential career pathways and being positioned for these early, Africa can produce transformative PhD students on a path for success not just for themselves but for society at large, including in new environments such as that created by COVID-19.
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Chen, Zi, Scott Solberg, and Ai Ye. "Chinese Youth Career Adaptability: Contextual Influences and Pathways to Positive Youth Development." Youth & Society 52, no. 6 (June 26, 2018): 934–59. http://dx.doi.org/10.1177/0044118x18784058.

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The present study investigated the mediating role of career adaptability in the relationship between youth-perceived contextual support and positive youth development on the basis of a survey of 1,047 students in 10th to 12th grades. Measurement model analysis revealed that career search self-efficacy (CSSE), goal capacity, academic self-efficacy, and intrinsic motivation all fit within a latent construct representing career adaptability. Subsequently, structural model analysis revealed that career adaptability fully mediates the relationship between contextual factors and positive youth development. In addition, these analyses identified eight specific indirect pathways: CSSE and goal capacity fully mediated the relationship between quality learning experience/social connection and decision-making readiness; CSSE and academic self-efficacy partially mediated the relationship between social connection and stress management, and they also acted as suppressor in the relationship between quality learning experiences and stress management. These findings establish notable implications for career counseling and intervention practices that are discussed in closing.
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Hamilton, Stephen F. "We need a systemic approach to career pathways." Phi Delta Kappan 101, no. 4 (November 25, 2019): 38–42. http://dx.doi.org/10.1177/0031721719892973.

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Current career pathways initiatives recapitulate in many ways both the issues motivating the school-to-work movement of the 1980s and 1990s and its recommended solutions, notably more work-based learning, especially apprenticeship. But that movement’s energy dissipated in the face of college for all. Nonetheless, some of its achievements and many of its advocates persisted. Stephen Hamilton explains what the current movement can learn from the past while embracing some contemporary developments, including the goal of college and career readiness, the practice of dual enrollment, and reduced reliance on federal leadership.
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Pitt, Caroline R., Adam Bell, Rose Strickman, and Katie Davis. "Supporting learners’ STEM-oriented career pathways with digital badges." Information and Learning Sciences 120, no. 1/2 (January 14, 2019): 87–107. http://dx.doi.org/10.1108/ils-06-2018-0050.

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Purpose This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder groups in higher education and industry discussed how digital badges might transform current processes of admitting undergraduate students and hiring young professionals. Design/methodology/approach This research uses a thematic analysis of in-depth interviews with 30 stakeholders in higher education and the technology industry. Findings Interview participants expressed optimism about the potential for digital badges to make learning pathways visible to learners and external audiences and to promote equity in STEM (STEM: science, technology, engineering, and mathematics) education and careers. Participants noted several obstacles, largely focused on issues of credibility and logistics of working with badges across settings. Research limitations/implications Though the research approach is limited in geographic scope, the findings have broad applicability and insight for the use of digital badges in general. Practical implications Education policymakers, employers and scholars will be able to use the insights from this investigation in their efforts to find innovative ways to expand and diversify the STEM workforce, as well as support a wider range of learners than is currently supported by initiatives aligned with the school-to-workforce pipeline metaphor. Originality/value This paper directly confronts issues of real-world applications of digital badges by discussing practical implications with college admissions officers and employers. The current study fills a need for research that investigates the use of digital badges across – as opposed to within – contexts.
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Jackson, Denise A. "Using work-integrated learning to enhance career planning among business undergraduates." Australian Journal of Career Development 26, no. 3 (October 2017): 153–64. http://dx.doi.org/10.1177/1038416217727124.

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Effective career planning among undergraduates is increasingly important amid competitive graduate labour markets and high levels of graduate underemployment. Students must be able to set clearly defined career objectives and be equipped to identify suitable development pathways to achieve their career goals. This study examined the impact of work-integrated learning on student career planning. It focused on the completion of an elective work placement by 102 business undergraduates in a Western Australian university. The study adopted a qualitative approach and used structured reflections to examine how the placement influenced students’ career objectives, developed their self-awareness in the context of career planning, and helped them identify personal development strategies to improve their employment prospects. Drawing on social cognitive career theory, the study advances our understanding of how work-integrated learning can shape undergraduate career objectives and improve currently weak levels of student engagement with career planning. Implications for future career counselling are discussed.
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Layton, Rebekah L., V. Scott H. Solberg, Arthee E. Jahangir, Joshua D. Hall, Christine A. Ponder, Keith J. Micoli, and Nathan L. Vanderford. "Career planning courses increase career readiness of graduate and postdoctoral trainees." F1000Research 9 (February 3, 2022): 1230. http://dx.doi.org/10.12688/f1000research.26025.2.

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Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.
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Layton, Rebekah L., V. Scott H. Solberg, Arthee E. Jahangir, Joshua D. Hall, Christine A. Ponder, Keith J. Micoli, and Nathan L. Vanderford. "Career planning courses increase career readiness of graduate and postdoctoral trainees." F1000Research 9 (October 13, 2020): 1230. http://dx.doi.org/10.12688/f1000research.26025.1.

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Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.
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Mohtar, Lilia Ellany, Lilia Halim, Norshariani Abd Rahman, Siti Mistima Maat, Zanaton H. Iksan, and Kamisah Osman. "A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 404–16. http://dx.doi.org/10.33225/jbse/19.18.404.

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Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.
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Douglas, Scott, William R. Falcão, and Gordon A. Bloom. "Career Development and Learning Pathways of Paralympic Coaches With a Disability." Adapted Physical Activity Quarterly 35, no. 1 (January 1, 2018): 93–110. http://dx.doi.org/10.1123/apaq.2017-0010.

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The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.
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Dissertations / Theses on the topic "Learning and career pathways"

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Fishman, Peter. "Learning for Adaptation: Building Teacher Career Pathways at DSST Public Schools." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645016.

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The past five years have witnessed unprecedented changes in teacher evaluation systems, as states and districts have responded to federal incentives under the 2009 Race to the Top grant competition. Across the country, teacher evaluation has become more frequent, higher stakes, and more explicitly tied to student achievement outcomes. This capstone examines the initial implementation of one such system at DSST Public Schools, a network of nine consistently high-performing charter schools in Denver, Colorado. I describe my role in leading a cross-functional team charged with implementing, learning from, and improving the system in its first full year. I explore the everyday challenges of positioning evaluation as a resource to drive teacher development, arguing that evaluation will achieve lofty developmental goals only if teams of system designers and system users decouple the measurement and development purposes of teacher evaluation and commit to the creation of complementary systems. Leaders can accelerate this process by modeling a developmental mindset and creating conditions for purposeful team learning that leads to system adaptation. This capstone offers important lessons for practitioners and policymakers seeking to position teacher evaluation as a resource for teacher growth and development; for DSST Public Schools in its effort to develop teachers and leaders across its expanding network of schools; and for myself as an educational leader.
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Carden, Lila Lenoria. "Pathways to success for moderately defined careers: a study of relationships among prestige/autonomy, job satisfaction, career commitment, career path, training and learning, and performance as perceived by project managers." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5817.

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New emerging career paths for professionals are often non-linear, dynamic, and boundary-less (Baruch, 2004) and have resulted in undefined professional advancement opportunities for managers and employees in a variety of contexts. Career paths help individuals make meaning in their job contexts and provide avenues to meet intrinsic and extrinsic rewards, including economic and social status (Adamson, 1997; Callanan, 2003). As a result, individual perceptions of career paths may impact job satisfaction, career commitment, and performance. The purpose of this study was to test a career development model examining the path of relationships amongst autonomy/prestige, career path, training and learning, job satisfaction, career commitment, and performance for moderately defined career professionals. Based on a systematic categorization of careers, from well defined to less well defined, project managers were determined to have moderately defined careers. The researcher employed a survey resulting in 644 project manager respondents. Path analysis was effectuated as a modeling technique to determine whether there was a pattern of intercorrelations among variables. A career development model framing the relationship between project managers’ perceptions of their career paths on their respective performance was explored. The direct path relationships included: (a) frequency of participation in training and learning activities was negatively related to performance, (b) career path was positively related to performance, (c) autonomy/prestige was positively related to performance, and (d) career commitment was negatively related to performance. The indirect path relationships included (a) autonomy/prestige was mediated by career commitment and performance; (b) the connection between career path and performance was mediated by frequency of participation in training and learning (c) career path to performance, was mediated by job satisfaction and career commitment, and (d) career path to performance was mediated by job satisfaction, career commitment, and autonomy/prestige. Study findings supported the tested model and contributed to increased understanding regarding the importance of career paths to individual job satisfaction, career commitment, and performance. Opportunities for new research and implications for individuals and organizations are outlined.
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MacKenzie, Scott Alan. "Strategy, choice and the pathways to power sequence analysis of political careers /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3356447.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed July 14, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 298-316).
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Boone, Robert. "EXPLORING THE IMPACT OF WORK-BASED LEARNING OPPORTUNITIES FROM THE STUDENT PERSPECTIVE: THE DEVELOPMENT OF CAREER PATHWAYS, WORKFORCE EXPECTATIONS, AND THE TRANSMISSION OF CULTURAL CAPITAL." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/64.

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Understanding the practical implications of work-based learning opportunities (WBLOs) is complex. Although WBLOs are not new learning environments, understanding and clearly defining them is increasingly necessary. In Kentucky, WBLOs are part of the political discourse in post-secondary education. The Council on Postsecondary Education (CPE) and local/regional economic and workforce development agencies have incorporated strengthening and growing WBLOs into their strategic plans. By interviewing students that have completed WBLOs at three colleges in the Kentucky Community and Technical College System (KCTCS), this study intended to explore student perspectives of WBLOs by asking the following research questions: 1) What role do WBLOs play in transmitting dominant workplace cultural capital and how has that transmission impacted student career pathway decisions? 2) What impact do WBLOs have in developing workplace expectations post-graduation? The dissertation is produced in three manuscripts, including a companion piece written in collaboration with Lauren McCrary, examining faculty perspectives of WBLOs in Kentucky. The second manuscript is an essay addressing the concept of workforce mis-alignment between the skills possessed by post-secondary graduates and the need of industry. The third manuscript is a review of the research, which was conducted to explore student perspectives of WBLOs in relation to the research questions.
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Schmitz, Gregory R. "Leadership preparation and career pathways of community college presidents." [Ames, Iowa : Iowa State University], 2008.

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Johnson, Marilyn Merriweather. "An authentic assessment for students in accounting career pathways." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1219.

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SILVA, SÉRGIO FERREIRA. "ANALYTIC GEOMETRY: PATHWAYS TO LEARNING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25720@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A presente pesquisa tem como tema o processo de ensino e aprendizagem de geometria analítica, assunto no qual os alunos do ensino médio têm apresentado dificuldades. Por isto se faz necessário que o professor utilize um maior número de ferramentas pedagógicas, explorando os caminhos algébrico e geométrico para resolução de problemas. O objetivo deste estudo é propor caminhos para o ensino da geometria analítica tendo como base três eixos norteadores: A história das geometrias, a proposição de problemas matemáticos que podem ser resolvidos tanto pela geometria plana como pela geometria analítica e o uso da ferramenta tecnológica através do software Geogebra. Utilizamos neste trabalho materiais didáticos disponibilizados em escolas públicas estaduais do Estado do Rio de Janeiro, material voltado para a formação do professor de matemática e livros sobre a história da matemática.
The topic of this research is the process of teaching and learning analytical geometry, aThe topic of this research is the process of teaching and learning analytical geometry, a theme in which the students from high school have great difficulties. It is necessary that the teacher use a greater number of educational tools, exploring the algebraic and geometric aspects for problem solving. The aim of this study is to propose new methods for teaching analytical geometry based on three guiding principles: The history of geometry, the proposition of mathematical problems that can be solved either by analytical geometry or by plane geometry and the use of a technological tool, the software Geogebra. In this work, we use teaching materials available in public schools of the state of Rio de Janeiro, material focused in the training of mathematical teachers and books of history of mathematics.
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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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Nkuna, Mzamani Eliah. "Experiences of principals in Limpopo province regarding their career pathways." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45881.

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The purpose of this qualitative descriptive study was to explore the pathways followed by school principals in the Limpopo Province of South Africa. The aim was to explore the pathways principals followed in order to determine knowledge, procedures and processes that lead to the appointment of quality principals in schools. Formal and informal pathways that teachers aspiring to be principals take were identified in addition to exploring what motivated the principals to apply for their posts. Little research has been done on the topic of career paths of school principals in the South African context and therefore,this study makes acontribution to the knowledge-base of career pathways of South African school principals. A qualitative study approach, using semi-structured interviews, was employed. A total of ten participants were selected using purposeful and convenience sampling. The researcher obtained consent from the participants and assured them of anonymity, confidentiality and their right to withdraw from the study at any time they felt uncomfortable in continuing to participate in the study. The main questions participants were asked wereconcerned with their experiences as principals in terms of their career pathways; the routes that they followed to principalship; and what motivated them to apply for the post. The collected data wastranscribed categorized and presented as themes with direct quotations from the participants to support the themes. The findings of this study were compared with the available literature on similar studies to determine similarities and differences. Conclusions were reached, recommendations were made and suggestions for future research on the topic were made from the findings of the study.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
MEd
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Pfingst, Catherine J. "Girls' career aspirations : the impact of parents' economic and educational status on educational and career pathways." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/81785/4/Catherine_Pfingst_Thesis.pdf.

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This research investigates relationships between parental socio economic status and daughters' career aspirations; linking family background and the career choices made by teenage girls. Drawing on Bourdieu's theory of cultural capital, and figures produced by the Bradley Report's investigation, two Queensland State High Schools are the investigative platform to address the research questions. A quantitative data analysis investigated if a correlation between the indicators existed. The significance of the findings will contribute to future decision making regarding educational practices and socio economic backgrounds and to support the Bradley Report target of 20% of low SES students accessing higher education. The outcomes found that female students' aspirations are influenced by parental background in a variety of significant ways. An understanding of these assists schools in understanding how to influence girls' future aspirations.
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Books on the topic "Learning and career pathways"

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Development, Canada Human Resources. Career pathways. Richmond, B.C: Human Resources Development Canada, 1996.

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Gray, Poehnell, ed. Career pathways. 3rd ed. Richmond, B.C: Ergon Communications, 2004.

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Career pathways for STEM technicians. Waco, Texas: Daniel Hull, PI, 2012.

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Howard, Elaine Makas. Career pathways: Preparing students for life. Thousand Oaks, Calif: Corwin Press, 2004.

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Betsy, Frank, ed. Pathways to a nursing education career. New York, NY: Springer Pub. Co., 2011.

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1944-, Chesebro Doreen S., ed. Health science fundamentals: Exploring career pathways. Upper Saddle River, NJ: Pearson, 2009.

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J, Ill Pamela, ed. Career pathways: Preparing students for life. Thousand Oaks, Calif: Corwin Press, 2004.

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Dallas, Donald. Pathways. Harlow: Longman, 1986.

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Dallas, Donald. Pathways. Harlow: Longman, 1986.

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Martin, D. John. Control pathways: Distance learning manual. Southampton: NEMEC Publications, 1988.

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Book chapters on the topic "Learning and career pathways"

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Bimrose, Jenny, Mary McMahon, and Mark Watson. "Older Women’s Retrospective Narratives of Their Work and Learning Pathways." In Handbook of Career Development, 555–70. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9460-7_31.

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Allan, Keith, Julie Bradshaw, Geoffrey Finch, Kate Burridge, and Georgina Heydon. "career pathways." In The English Language and Linguistic Companion, 347–57. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92395-3_35.

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Adams, Bridget. "Career Pathways." In The Psychology Companion, 297–304. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-10435-9_9.

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Robbins, Ruth, and Claire Bowditch. "Career Pathways." In The English Literature Companion, 351–62. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36555-1_5.

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Richardson, James. "Career Pathways." In The Nursing Companion, 389–411. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36693-0_21.

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Goodwin, Janet, and Robert S. Ireland. "Career Development Pathways." In Advanced Dental Nursing, 1–25. West Sussex, UK: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118786659.ch1.

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Lebson, Cory. "UX Career Pathways." In The UX Careers Handbook, 171–80. 2nd ed. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003201489-16.

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Sheldon, Neroli, and Michelle Wallace. "Enhancing Career Pathways." In Workforce Development, 45–58. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-068-1_4.

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Hackler, Amanda Smith. "Space Biomedical Career Pathways." In Encyclopedia of Bioastronautics, 1–4. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-10152-1_36-1.

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Hackler, Amanda Smith. "Space Biomedical Career Pathways." In Handbook of Bioastronautics, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-10152-1_36-2.

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Conference papers on the topic "Learning and career pathways"

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Soares, Carla, and Teresa Carvalho. "GENDERED CAREER PATHWAYS OF DOCTORATE HOLDERS: A SYSTEMATIC LITERATURE REVIEW." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1528.

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Sage, Jack, and Michael Sankey. "Managing career transitions into post-secondary Learning Designer Jobs: An Australasian perspective." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0103.

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This semi-structured qualitative study maps out the diversity of career paths of Australian and New Zealand (ANZ) learning designers (LDs) and summarises their career advice for those aspiring to be LDs. It identifies that, among the 92 participants, there were many different pathways into the profession both from an academic and from professional backgrounds. It identified that the most common entry points into the postsecondary LD profession come through previously working: as a primary and secondary teacher; in higher education student services, as an English as a Second Language (ESL) professional, a sessional academic seeking job stability; in private industry, such as in film and television and in the area of training and development. Most career transitions into LD were serendipitous, or a natural progression rather than a deliberate and planned process. The study further identified a paucity of LD and associated professions career information in ANZ public domain, which held some back from entering a Learning Design career earlier. This paper concludes with some recommended strategies to address this, to the extent that it is hoped that this paper will aid aspiring LDs in planning their career transitions more effectively.
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Power, Kevin J. "Modularity and interdisciplinarity: Confucian insight for STEM-related disciplines." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.41.

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The modularity of the education system is generally geared toward a career-specific path for individual students. While varied subject choices and extracurricular activities can provide students with a rich range of experience, increased specialisation can create a sense of separateness between disciplines which may result in the neglect of engagement between fields which are otherwise mutually informative and insightful. A greater openness to interdisciplinarity would have the benefit of exposing specialists to fresh ways of viewing familiar subjects with a further potential to inform and inspire new and mutually beneficial pathways of education and learning. I illustrate the potential of an interdisciplinary approach in the context of the climate crisis. STEM-related disciplines can draw practical insight from compatible and well-founded philosophical principles e.g. Confucian leadership principles which warn against overconsumption, encouraging the kind of environmental awareness which could avert or mitigate the environmental and societal impact of climate change.
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Brooker, Jennifer, and Daniel Vincent. "The Australian Veterans' Scholarship Program (AVSP) Through a Career Construction Paradigm." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4380.

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In Australia, 6000 military personnel leave the military each year, of whom at least 30% become unemployed and 19% experience underemployment, figures five times higher than the national average (Australian Government 2020). Believed to be one of life's most intense transitions, veterans find it difficult to align their military skills and knowledge to the civilian labour market upon leaving military service (Cable, Cathcart and Almond 2021; AVEC 2020). // Providing authentic opportunities that allow veterans to gain meaningful employment upon (re)entering civilian life raises their capability to incorporate accrued military skills, knowledge, and expertise. Despite acknowledging that higher education is a valuable transition pathway, Australia has no permanently federally funded post-service higher education benefit supporting veterans to improve their civilian employment prospects. Since World War II, American GIs have accessed a higher education scholarship program (tuition fees, an annual book allowance, monthly housing stipend) (Defense 2019). A similar offering is available in Canada, the UK, and Israel. // We are proposing that the AVSP would be the first comprehensive, in-depth study investigating the ongoing academic success of Australia's modern veterans as they study higher and vocational education. It consists of four distinct components: // Scholarships: transitioning/separated veterans apply for one of four higher education scholarship options (under/postgraduate): 100% tuition fees waived // $750/fortnight living stipend for the degree duration // 50/50 tuition/living stipend // Industry-focused scholarships. // Research: LAS Consulting, Open Door, Flinders University, over seven years, will follow the scholarship recipients to identify which scholarship option is the most relevant/beneficial for Australian veterans. The analysis of the resultant quantitative and qualitative data will demonstrate that providing federal financial support to student veterans studying higher education options: Improves the psychosocial and economic outcomes for veterans // Reduces the need for financial and medical support of participants // Reduces the national unemployed and underemployed statistics for veterans // Provides a positive return of investment (ROI) to the funder // May increase Australian Defence Force (ADF) recruitment and retention rates // Career Construction: LAS Consulting will sit, listen, guide, and help build an emotional connection around purpose, identity, education and employment opportunities back into society. So, the veteran can move forward, crystalise a life worth living, and find their authentic self, which is led by their values in the civilian world. // Mentoring: Each participant receives a mentor throughout their academic journey.
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Lelliott, Tony, Neil Butcher, and Jenny Glennie. "A Contribution Towards Innovating Continuing Professional Development in African Higher Education Institutions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2999.

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Traditional approaches to Continuing Professional Development (CPD) prevalent at many African universities are dominated by face-to-face workshops that take academic staff away from their normal duties. Staff often find it difficult to implement what they learn in such events once they are back in their normal teaching environment. This is exacerbated by several obstacles to staff participation identified in literature on CPD. These include lack of time, resistance to moving away from traditional teaching practices, and that innovative teaching practices are often not a requirement for appointment or for career progression in Higher Education Institutions (Inamorato dos Santos et al. 2019). One possible strategy to alleviate some of these challenges is to provide short, online tutorials that engage participants in authentic learning tasks that can be done individually or collaboratively in their own time, while they are in the workplace. // From 2019 to 2021, OER Africa delivered a series of CPD pilot activities at African universities to introduce more innovative approaches to, through the design and delivery of modular and flexible ‘learning pathways’ (LPs) available at https://bit.ly/2NVj3P5. The LPs discussed in the paper focus on finding and adapting Open Educational Resources, and Open Access Publishing; each consists of several learning activities designed to be accessible on a variety of digital devices. Pilots were implemented via introductory video conferencing, and participants then worked through an online learning pathway over two weeks. Thereafter, an online feedback session was held and data was collected via pre- and post-activity surveys. Findings indicate that the LPs were well-received, showing statistically significant change between baseline and endline tests, suggesting that learning did indeed occur. There was also self-reported evidence for participants using the content of the LPs with their own colleagues and designing better courses for their students. This paper summarizes the development of the LPs and the findings from the pilot evaluation, and discusses implications for CPD policies and processes at HEIs in Africa.
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Cusack, Tara, Nicola Mountford, Minna Isomursu, Guido Giunti Garcia, Dimitris Filos, and Ioanna Chouvarda. "INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL EDUCATION DESIGNED TO IMPROVE GRADUATE EMPLOYABILITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end136.

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Typically, less than half of doctoral graduates will be employed in academia immediately after graduation, with less than 10%-15% achieving a long-term academic career. This leaves 85-90% of PhD graduates seeking employment outside the academic setting, for example in industry and government. The objective of the CHAMELEONS study (CHampioning A Multi-sectoral Education and Learning Experience to Open New pathways for doctoral Students) is to develop innovative educational interventions that shape more adaptable, entrepreneurial, and employable graduates, ready to meet the challenges of the future. Stakeholders from the connected health industry, clinical care, charities, patients, patient representatives, government, recent doctoral graduates, and academics were invited to participate in a “World Café” participatory method for collecting qualitative data. Owing to the COVID-19 health situation this took place via Zoom. Analysis of the results revealed 4 key learning objectives for doctoral graduates to: 1. Develop networking and communication skills. 2. Understand user centred research design. 3. Market research capacity and research skills. 4. Build an understanding of themselves and others. This led to the development of three bespoke doctoral modules: 1. Forging relationships: Building and Sustaining your Doctoral Network; 2. Managing the Project: Keeping on Track with an Eye to the future; Module 3: Starting your Career: Future Proofing your Career and Getting a Job. These modules are available to doctoral students across five European Universities.
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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.

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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
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Harris, Jessica M., Minjung Seo, and Joshua S. McKeown. "Global Competency Through Collaborative Online International Learning (COIL)." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13080.

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AbstractThere is a need for college students to develop global perspectives and gain cultural awareness to become responsible global citizens. Innovative ways to create such experiences are known as Collaborative Online International Learning (COIL experiences). COIL is a voluntary partnership between professors in different countries collaborating on jointly-constructed learning experiences to enhance international and intercultural understanding. The purpose of this article is to highlight a successful COIL partnership between students from SUNY Oswego in New York and The Hague University of Applied Sciences in the Netherlands during the COVID-19 pandemic. 35 students participated in the experience that served as a platform to educate students through a health educator’s unique cultural lens. Benefits from the experiences regarding global outcomes showed that both US students (n=70.6%) and Holland students (n=61.1%) felt that they gained the appropriate skills and knowledge to use in their future careers. 70.6% of US and 61.2% of Holland students reported that the COIL experience introduced them to a new outlook and new ways of thinking about how they relate to the world. The current COVID-19 pandemic has created an opportunity to rethink education pathways and integrate global learning in our classrooms.Keywords: Global learning; COIL; Partnerships, Collaboration
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Sauncy, Toni, Kendra Redmond, and Roman Czujko. "The AIP career pathways project." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2015 (ICCMSE 2015). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4937719.

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Guenther, Arthur H., and Daniel M. Hull. "Career pathways and ladders for photonics technicians." In Ninth International Topical Meeting on Education and Training in Optics and Photonics, edited by François Flory. SPIE, 2005. http://dx.doi.org/10.1117/12.2207678.

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Reports on the topic "Learning and career pathways"

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

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Hott, Jade, Aaron Goin, Cole Branter, Leah Johnston, and Ritchie Rodriguez. Idaho Cyber Heroes: Helping Individuals Navigate Career Pathways in Cybersecurity. Office of Scientific and Technical Information (OSTI), September 2021. http://dx.doi.org/10.2172/1825678.

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Caicedo, Santiago, Robert Lucas, and Esteban Rossi-Hansberg. Learning, Career Paths, and the Distribution of Wages. Cambridge, MA: National Bureau of Economic Research, April 2016. http://dx.doi.org/10.3386/w22151.

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Sanders, William R., and W. Guyer. Commanders' Survey: Armor Captains' Career Course (Distance Learning). Fort Belvoir, VA: Defense Technical Information Center, May 2001. http://dx.doi.org/10.21236/ada393748.

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Hustvedt, Gwendolyn, Jiyun Kang, and Beth Wuest. Impact of Sustainability and Ethics Learning on Career Considerations. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-108.

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Rundels, Jennifer J., and Anne M. Casey. Measuring Job-Fit and Career Paths of Distance Learning Lirbrarians. ERAU, 2018. http://dx.doi.org/10.15394/2018.1000.

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Bonk, Curtis J., Tatana Olson, Robert A. Wisher, and Kara Orvis. Reflections on Blended Distributed Learning: The Armor Captains Career Course. Fort Belvoir, VA: Defense Technical Information Center, October 2002. http://dx.doi.org/10.21236/ada408041.

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Youngs, Curtis R., M. Douglas Kenealy, Philip L. Spike, Bridget Driscoll, Michael S. Retallick, and Michael C. Gaul. Experiential Learning Opportunities for Career Preparation of Animal Science Students. Ames (Iowa): Iowa State University, January 2012. http://dx.doi.org/10.31274/ans_air-180814-663.

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Dale, Naomi, Aneesa Khan, and Sophie Dale. Early intervention for vision and neurodevelopment in infants and very young children with visual impairment: a systematicreview. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0080.

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Review question / Objective: Research question - What is the effectiveness of Early Childhood Intervention (ECI) in the first 3 years of life? Population (P) Infants and very young children with diagnosed visual impairment. Intervention (I) ECI programmes that includes vision and developmental stimulation, play, learning and responsive parenting Comparison (C) Standard care or control Outcomes (O) Primary: Vision function or and/or neurodevelopment and/or parent-child interaction outcomes Secondary: Parental context factors eg parental wellbeing and mental health, parental satisfaction with service provision. Condition being studied: Childhood congenital or very early visual impairment arising from congenital disorders of the peripheral or anterior visual system or cerebral-based vision disorders. This includes all vision disorders of the globe, retina and anterior optic nerve and all vision disorders that are considered cerebral based along visual pathways that are retro-chiasmatic and include central brain regions and networks involved in vision processing.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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