To see the other types of publications on this topic, follow the link: Learning and career pathways.
Journal articles on the topic 'Learning and career pathways'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Learning and career pathways.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Dosunmu, Akinola George, and Kolawole Samuel Adeyemo. "Lifelong learning, human capital development and the career advancement of women in the telecommunications industry in South Africa." Industry and Higher Education 32, no. 3 (April 1, 2018): 192–99. http://dx.doi.org/10.1177/0950422218765501.
Full textAbstract:
This article offers insights into the concepts of lifelong learning and human capital development (HCD). It highlights HCD as the core of career advancement and lifelong learning for women as an important mechanism for progressing to senior management positions. The two concepts are considered in relation to women’s career choices and their professional advancement in South Africa. This approach is premised on the understanding that access to learning is critical to HCD. Methodologically, quantitative research methods was used. Questionnaires were administered to 133 junior workers at a mobile telecommunications network in South Africa. The findings show that continuous learning may offer a defence against gender discrimination and may create pathways for women to build their careers. The authors argue that HCD and lifelong learning are critical in creating opportunities for women to become leaders in the workplace and society. However, for this to happen, there must be supportive leadership, a conducive organizational culture and management integrity.
12
Wadsworth, Laurie A. "Embracing the Strength in Difference." Canadian Journal of Dietetic Practice and Research 80, no. 3 (September 1, 2019): 140–44. http://dx.doi.org/10.3148/cjdpr-2019-019.
Full textAbstract:
Being different is neither right nor wrong; it is just different. The dietetic profession as part of society holds many differences. These can be divisive, but learning to recognize the strengths that differences generate could lead to a stronger professional future. Three points arose when reflecting on professional experiences of a career of more than 3 decades. Recognizing different ways of creating and gathering knowledge, leading individuals and teams, and valuing the past as well as the future, will provide opportunities to explore our differences as individuals and as a profession. These themes appear at the intersections of values that could initiate inclusion or exclusion. Learnings from these intersections note that growth can occur even in the midst of adversity. Without understanding the junctions in our professional pathways, futures planning may not build upon the foundation of strengths, experiences, and values present within our profession. Learning to be a risk taker, to walk into the fear, has helped Laurie to shape a career that feels satisfying and successful. Suggested techniques to energize individual careers are provided.
13
Martin, Crystle. "Impact of new forms of learning in interest-driven communities to future pathways for youth." On the Horizon 24, no. 3 (August 8, 2016): 227–34. http://dx.doi.org/10.1108/oth-04-2016-0012.
Full textAbstract:
Purpose This paper demonstrates the impact of recognition and valuation of youth interest on potential career trajectory and future pathway choices. Design/methodology/approach This paper presents data from two ethnographies. The first ethnography is of an online professional wrestling fan community, which took place between October 2012 and May 2013. The second ethnography is of the online Scratch community, Scratch is a free online coding program. Observations of the community took place between October 2014 and October 2015, with interviews ongoing as of the writing of this paper. Findings This paper details the importance of valuing youth learning and the impact that receiving recognition and valuation can have on youths’ future choices. Research limitations/implications This research focuses on two online communities and presents four examples of the phenomena of valuation and recognition described in the paper. To draw broad conclusions, a wider sample would be required. Practical implications This paper can offer examples to practitioners and researcher alike as to what the impacts of valuing youth learning in interest-driven contexts can be for youth long-term learning and career trajectory and forms that the valuation of interest to support growth and interest can take. Originality/value The paper demonstrates the importance of valuing learning in all parts of youths’ lives and the impact that the valuation can have on the future pathways and career trajectory of youth.
14
Woodroffe, Jessica, Sue Kilpatrick, Brett Williams, and Matthew Jago. "Preparing Rural And Regional Students For The Future World Of Work: Developing Authentic Career Focussed Curriculum Through A Collaborative Partnership Model." Australian and International Journal of Rural Education 27, no. 3 (December 9, 2017): 158–73. http://dx.doi.org/10.47381/aijre.v27i3.143.
Full textAbstract:
Small places are not devoid of opportunities nor of successful programs to equip them for the future, despite perception to the contrary (West, 2013). This paper considers career education in the context of rural places in the modern globalised world.  The paper introduces the Pathways to Success project, involving more than eighty initiatives mapped to the Australian curriculum showcasing further education, training and careers in local industries to more than 8000 learners and their schools and teachers in Tasmania. It outlines how a partnership model among schools, industry, technical and vocational, and higher education sectors can be used to move from a sole dependency model to a partnership model of career education. Drawing on the project’s mixed method evaluation results, the paper considers the key opportunities and challenges for preparing rural and regional Tasmanian students for the future world of work. It focuses on how collaborative partnerships can better equip educators with information and networks they need to positively impact on how young rural and regional Tasmanian students consider education pathways and career options to get to ‘what’s next’ in their lives. It showcases how rural and regional communities and resources can be used to develop new and innovative place based career and curriculum learning.
15
Schulte, Marthann. "Adult Learning Degree and Career Pathways: Allusions to Maslow's Hierarchy of Needs." Journal of Continuing Higher Education 66, no. 1 (January 2, 2018): 62–64. http://dx.doi.org/10.1080/07377363.2017.1368767.
Full text
16
Ross, Jill. "New Pathways to NDT: 21st Century Technical Education Connects High School Students to Real-World Careers." Materials Evaluation 79, no. 9 (September 1, 2021): 864–73. http://dx.doi.org/10.32548/2021.me-04251.
Full textAbstract:
High schools in the United States are taking a fresh look at the future of career and technical education with the implementation of new learning pathways that lead directly to the workforce, including the nondestructive testing (NDT) industry. These programs directly connect high school curriculums with post-secondary education and employment, reaching kids as young as junior high. This resurgence in technical education can be traced to the current demand for “new collar” jobs—jobs that require a post-secondary degree, although not necessarily a four-year college degree. The demand for new collar jobs continues to increase, as millions of jobs requiring only a high school diploma have disappeared. Harvard’s influential Pathways to Prosperity report, released in 2011, warned that nearly two-thirds of new jobs of the 2010s would require more than a high school education—yet only 40% of Americans had obtained an associate’s or bachelor’s degree by their mid-20s (Harvard 2011). In response, a new vision of 21st century vocational training is emerging across the United States. Vocational education has traditionally taught students how to weld or how to fix a car. Today’s career and technical education encompasses a wide variety of industries and skills. Students are learning to code software, design websites, or operate robots and artificial intelligence systems that have replaced manual labor jobs across much of the economy. Through new technical and career programs, high school students have the opportunity to learn valuable skills, gain job experience and support from participating sponsor companies and mentors, and complete coursework to graduate with a high school diploma and, often, an associate’s degree as well. This article explores new high school technical and career programs in Texas, Minnesota, and North Carolina that specifically provide a pathway to careers in NDT. These new initiatives are fueled by the desires of students, parents, and educators for options outside of the traditional four-year college path, as well as urgent workforce needs within industry. Support from local industry and academia (such as community colleges) are essential to the success of the programs.
17
Vela, Katherine N., Rachelle M. Pedersen, and Macie N. Baucum. "Improving perceptions of STEM careers through informal learning environments." Journal of Research in Innovative Teaching & Learning 13, no. 1 (April 5, 2020): 103–13. http://dx.doi.org/10.1108/jrit-12-2019-0078.
Full textAbstract:
PurposeThis paper investigated the impact a camp on informal science, technology, engineering and mathematics (STEM) had on students' perceptions of STEM fields and careers.Design/methodology/approachA quasiexperimental design was used to assess students' perceptions toward STEM fields and careers. Secondary students (n = 57) who participated in the STEM summer camp completed STEM projects, went on lab tours and attended panels during the one- or two-week residential camps. Students completed a STEM Semantics survey to assess their perceptions prior to and after attending the camp. Descriptive statistics, Cohen's d effect sizes, paired sample t-tests and Pearson's correlation were conducted to analyze the data.FindingsResults suggested that although there was no significant change in students' dispositions toward each individual STEM field, there was a statistically significant improvement of students' perceptions of STEM careers (p = 0.04; d = 0.25). Furthermore, the results of the Pearson's correlation indicated that there was a statistically significant positive association between perceptions of a STEM career and perceptions in science, mathematics and engineering.Research limitations/implicationsThis suggests that various components of the informal learning environment positively contributed to students' perceptions toward STEM careers. Implications from the study indicate that when students are engaged in hands-on science or STEM PBL activities and have opportunities to be exposed to various STEM careers, their perceptions of STEM pathways will improve.Originality/valueThese results may influence future curriculum and the organization of future STEM camps by encouraging teachers and camp directors to integrate practical hands-on STEM projects and expose students to potential STEM pathways through lab tours and panels of STEM professionals.
18
Ainslie, Paul J., and Shelley L. Huffman. "Human Resource Development and Expanding STEM Career Learning Opportunities: Exploration, Internships, and Externships." Advances in Developing Human Resources 21, no. 1 (December 1, 2018): 35–48. http://dx.doi.org/10.1177/1523422318814487.
Full textAbstract:
The Problem American businesses are facing unprecedented opportunities in the global marketplace but are struggling to hire skilled workers in STEM (science, technology, engineering, and mathematics)-related jobs to address these opportunities. The past decade has resulted in an increase of STEM jobs; human resource development (HRD) practitioners have an important responsibility in the recruitment and retention of STEM employees. The Solution This article focuses on STEM careers and education pathways. HRD practitioners can play an important role in fostering career exploration and development for those aspiring to or currently in a STEM field by leading unique coalition initiatives to engage schools and others in talent solutions. In particular, programs in Indiana are highlighted for both their novel engagement methods and providing workplace learning experiences that HRD practitioners can replicate. The Stakeholders Human resource leaders, HRD practitioners, leaders in the education-business ecosystem.
19
Hubbard, Lea, and Mary McDonald. "The Viability of Combining Academic and Career Pathways: A Study of Linked Learning." Journal of Education for Students Placed at Risk (JESPAR) 19, no. 1 (January 2, 2014): 1–19. http://dx.doi.org/10.1080/10824669.2014.943759.
Full text
20
Gouthro, Patricia A. "Women of Mystery." Adult Education Quarterly 64, no. 4 (September 3, 2014): 356–73. http://dx.doi.org/10.1177/0741713614549573.
Full textAbstract:
This article explores the learning pathways of 15 Canadian and American female crime fiction authors. Using a critical feminist perspective, it argues that despite the neoliberal rhetoric of individual choice, as in most careers, there are social-structural factors that create opportunities and barriers for women mystery writers. The article explores the background factors that shape women’s interest in writing crime fiction, considers the challenges that they face in developing their careers, and looks at the supports that may help them to attain success. Despite challenges, there is often intrinsic value in doing meaningful work that may motivate women to develop a fiction-writing career.
21
Munot, Pinal Vilas, Mukta Deshpande, and Pournima Pawar. "Perspective of Physiotherapist in and around Pune, India with Regard to Acquiring Master's Degree - A Survey Based Study." International Journal of Health Sciences and Research 12, no. 3 (March 19, 2022): 409–14. http://dx.doi.org/10.52403/ijhsr.20220354.
Full textAbstract:
Background: Within the physiotherapy profession, there are increasing expectations concerning specialization and life-long learning. As a result, master's degree studies are becoming more popular as a means of professional advancement. Physiotherapists from Indian background might be facing a lot of hurdles that led to descent for a Master's in Physiotherapy. Hence, there is a need to explore the career pathways of graduates and the influence of Master’s education on their careers. Objective: To study the awareness of higher education opportunities following completion of the Bachelor of Physiotherapy. Methodology: The population of the study included all post-graduation qualified physiotherapists. For this purpose, a well-structured questionnaire was utilised. Results: In all 60 valid responses were received. The Master's program was deemed beneficial by 95% of participants. Whereas 82% of participants found that acquiring a master’s degree had influenced their career. Conclusion: There was a positive perspective noted among physiotherapists. A greater number and diversity of physiotherapists are considering post-graduation studies as a viable career option that would help them achieve greater heights in their careers. Key words: Higher education, Physical Therapists, Insight, Postgraduate.
22
Lopatto, David. "Undergraduate Research Experiences Support Science Career Decisions and Active Learning." CBE—Life Sciences Education 6, no. 4 (December 2007): 297–306. http://dx.doi.org/10.1187/cbe.07-06-0039.
Full textAbstract:
The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.
23
Baker, Shayne D., Neil Peach, and Malcolm Cathcart. "Work-based learning." Journal of Work-Applied Management 9, no. 1 (June 5, 2017): 70–82. http://dx.doi.org/10.1108/jwam-04-2017-0008.
Full textAbstract:
Purpose The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value This paper represents an initial action research study which examines the role WBL can provide for life-long learning.
24
Risca Alvina Yuliani, Fifi Yasmi, and Joni Adison. "MODEL BIMBINGAN KLASIKAL DENGAN MENGGUNAKAN MEDIA CYBER COUNSELING (GOOGLE SITES) DALAM PERKEMBANGAN PEMILIHAN KARIER PESERTA DIDIK KELAS IX DI SMP NEGERI 5 SUNGAI LILIN KABUPATEN MUSI BANYUASIN." Berajah Journal 2, no. 2 (May 17, 2022): 321–28. http://dx.doi.org/10.47353/bj.v2i2.96.
Full textAbstract:
The study in the background is that learners select undesirable career pathways and talents that discourage them from learning. The purpose of this study is to describe: 1. Describe the development of the student career choices. 2. Makes up a classification guide by using cyber-counseling (Google sites) to enhance the development of careers of participants by guidance teachers. The study was conducted using a quantitative method. The sample extraction technique USES samples used for the study to use adhesive samples with 58 learned packets divided into instruments used in the study is angkettes by data analiis techniques using percentages. The results of this study found: 1. Profile of the development of the study of the career learners are in the low category. 2. Model Design of the classical guidance service by using Cyber Counseling media (GOOGLE SITES) To improve the development of career election has been done by Master BK, then the researcher hopes that BK teachers can apply the classical guidance model using the Cyber Counseling Media in the development of the selection of Classical E-Classical Classes at SMP Negeri 5 Sungai Lilin. This research is recommended to Master BK to use Cyber Counseling Media (Google Sites) for classical guidance.
25
Hofmann, Claudia, Barbara E. Stalder, Franziska Tschan, and Kurt Häfeli. "Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development." International Journal for Research in Vocational Education and Training 1, no. 1 (August 31, 2014): 1–20. http://dx.doi.org/10.13152/ijrvet.1.1.5.
Full textAbstract:
Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VET companies, provide important support. We were interested in the different pathways from this support to apprentice's career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.
26
Malin, Joel R., and Donald Hackmann. "Urban high school principals’ promotion of college-and-career readiness." Journal of Educational Administration 55, no. 6 (September 4, 2017): 606–23. http://dx.doi.org/10.1108/jea-05-2016-0054.
Full textAbstract:
Purpose The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways. Findings The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms. Originality/value This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.
27
Norman, Caroline, and Robert Jerrard. "Design managers, their organisations and work-based learning." Higher Education, Skills and Work-Based Learning 5, no. 3 (August 10, 2015): 271–84. http://dx.doi.org/10.1108/heswbl-07-2014-0028.
Full textAbstract:
Purpose – Designers’ careers can be compromised if they are unable to understand the business context they operate in and cannot communicate effectively across other disciplines. Where governments are calling for an increase in design management skills, design careers can limit the opportunities for the development of such skills. Universities have an opportunity to support designers’ professional development through work-based learning (WBL). The purpose of this paper is to present a case study of the above. Design/methodology/approach – A case study, based on the master’s in design management (the business side of design) at Birmingham City University, investigates designers’ learning styles, their early career experiences and the challenges they face due to their lack of business understanding. Participant narratives are developed from in-depth interviews and describe professional progress through WBL. Findings – The paper finds WBL lends itself to the experiential nature of designers’ learning and skills acquired through WBL can have significant influence on design managers. The case study provides evidence of designers gaining insight into the business perspective and developing communication skills through specific elements of “professional learning”. Research limitations/implications – The small case study deals with the UK and Europe, however, implications for the universal and international aspects of practice remain. Practical implications – The paper considers the importance of design management skills to designers’ careers and the opportunity for designers to acquire these skills through universities via WBL. Originality/value – Unique experiences highlight the value brought about through non-linear educational and professional pathways, indicating novel joint policies for higher education and employers.
28
Milarika, Ni Putu Oka, I. Made Candiasa, and Ni Ketut Widiartini. "PENGARUH PERSEPSI SISWA PADA MATA PELAJARAN BIOLOGI DAN EKSPEKTASI KARIR TERHADAP REGULASI DIRI DAN HASIL BELAJAR BIOLOGI." Jurnal Penelitian dan Evaluasi Pendidikan Indonesia 8, no. 2 (September 4, 2019): 100–111. http://dx.doi.org/10.23887/jpepi.v8i2.2751.
Full textAbstract:
AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh persepsi siswa pada mata pelajaran biologi, ekspektasi karir, dan regulasi diri terhadap hasil belajar biologi. Penelitian ini adalah penelitian ex-post facto dengan pendekatan jalur. Variabel eksogenus dalam penelitian ini adalah persepsi siswa pada mata pelajaran biologi dan ekspektasi karir, sedangkan variabel endogenusnya adalah regulasi diri dan hasil belajar biologi. Penelitian ini dilakukan di SMA Laboratorium Undiksha Singaraja pada siswa kelas X MIA dengan besar sampel 43 orang siswa. Data persepsi siswa pada mata pelajaran biologi, ekspektasi karir, dan regulasi diri dikumpulkan dengan angket, sedangkan data hasil belajar diperoleh dari nilai ulangan harian dan penilaian akhir semester. Data dianalisis dengan analisis jalur (pathway analysis). Hasil penelitian menunjukkan bahwa: 1) ada pengaruh yang signifikan persepsi siswa pada mata pelajaran biologi terhadap regulasi diri, 2) ada pengaruh yang signifikan ekspektasi karir terhadap regulasi diri 3) ada pengaruh langsung persepsi siswa pada mata pelajaran biologi terhadap hasil belajar biologi 4) ada pengaruh langsung ekspektasi karir terhadap hasil belajar biologi 5) ada pengaruh tidak langsung persepsi siswa terhadap hasil belajar biologi melalui regulasi diri, dan 6) ada pengaruh tidak langsung ekspektasi karir terhadap hasil belajar biologi melalui regulasi diri. Dengan demikian dapat disimpulkan bahwa peningkatan hasil belajar biologi dapat diupayakan dengan peningkatan persepsi siswa, ekspektasi karir, dan regulasi diri.Kata kunci: ekspektasi karir, hasil belajar biologi, regulasi diri, persepsi AbstractThis study aims to determine the effect of students' perceptions on biology subjects, career expectations and self-regulation towards biology learning outcomes. This research was an ex-post facto with pathway approach. Exogenous variables in this study were students' perceptions on biology subjects and career expectations, while endogenous variables were self-regulation and biology learning outcomes. This research was conducted at SMA Laboratorium Undiksha Singaraja in X Grade Natural Science students with total sample were 43 students. The data in this study were collected using student perception questionnaires on biology subjects, career expectations, and self-regulation. While learning outcomes data was collected from tests and final test. Data was analyzed by pathway analysis. The result show 1) there are effects of students 'perception on biology subject toward self-regulation, 2) there are effects of career expectation toward self-regulation, 3) there are direct effects of students' perception on biology subject toward biology learning outcomes, 4) there are direct effects of career expectations toward biology learning outcomes, 5) there are indirect effects of students' perception on biology subject toward biology learning outcomes through self-regulation, and 6) there are indirect effects of career expectations toward biology learning outcomes through self-regulation. So it can be conclude that the improvement of biology learning outcomes can be pursue from increase of student perception , carrer expectation, and self-regulation.Keywords : career expectations, learning outcomes, self-regulation, studens’ perception
29
Govorov, Anton, Anastasiia Chernysheva, Svetlana Derkunskaia, Valeriya Artamonova, Carina Babayants, and Sergei Koriakov. "Target Professions Based Approach for Individual Learning Pathway Creation." International Journal of Information and Education Technology 12, no. 3 (2022): 203–8. http://dx.doi.org/10.18178/ijiet.2022.12.3.1605.
Full textAbstract:
University education is becoming more student-centered and personalized in recent years, whereas connections between professional skills and learning outcomes are recognized vaguely. The article proposes an approach to create relations between skills that students acquire in a higher education process and those required in various careers. The approach makes it possible to trace consistency between course material, educational programs, and professions. Thus, the implementation of skills and interdisciplinary connections allows to build the most relevant individual learning tracks for a specific career and provides students with valuable recommendations. The proposed approach is implemented in ITMO University’s (Russia) web service “Educational Program Maker,” initially designed for education process management. The system ensures the development of educational program elements, provides a platform for describing relations between educational entities, and enables users to choose a curriculum for a specific profession.
30
Mallett Moore, Erica, Ari Hock, Bronwyn Bevan, and Katie Headrick Taylor. "Measuring STEM Learning in After-School Summer Programs: Review of the Literature." Journal of Youth Development 17, no. 2 (June 15, 2022): 75–105. http://dx.doi.org/10.5195/jyd.2022.1131.
Full textAbstract:
After-school and summer programs provide important opportunities for youth to learn STEM practices and form STEM-related identities. However, there has been limited coordination across these programs to measure effectiveness toward learning outcomes. To better understand the constructs that are used to evaluate these programs, we searched key terms related to out-of-school time STEM learning on several education research databases. Our search uncovered 36 different tools. Across these tools, we discovered 76 measures, which were then grouped into 10 constructs based on similar themes. Constructs included: attitude toward science, career awareness and career interest, curiosity, engagement, home/school environment, interest, motivation, nature of science, self-efficacy, and STEM practices. Each construct is defined and clarified with examples from the tools. The review also considers tensions between attempts to standardize measures for evaluating program success and the need to account for equitable STEM learning pathways and adaptability across diverse communities.
31
Saarinen, M., T. Ryba, K. Aunola, and S. Kalaja. ""Girls more often study at the training camps compared to boys": the role of coach in gendering of athletes’ dual career pathways." Current Issues of Sports Psychology and Pedagogy 2, no. 1 (2022): 18–23. http://dx.doi.org/10.15826/spp.2022.1.15.
Full textAbstract:
The article presents the results of a study on the role of a coach in motivating athletes to build two careers, as well as their coaches' views on the dual careers of girls and boys. The results have showed that student-athletes in high school of sports schools often perceived the motivational climate created by the coach as a process aimed at achieving sports results. The interviewed athletes explained that this approach did not motivate them to the learning process, and moreover, devalued their educational goals. It was revealed that although the coaches emphasized the importance of receiving secondary education for athletes, they could not justify how these ideas were included in coaching practice. The coaches have agreed that those athletes who switch to elite sports should focus on developing their sports career, while the requirements of elite sports and higher education were often considered incompatible. The results have showed that coaching styles play an important role in supporting the motivation of athletes to achieve the goals of two careers.
32
Saarinen, M., T. Ryba, K. Aunola, and S. Kalaja. ""Girls more often study at the training camps compared to boys": the role of coach in gendering of athletes’ dual career pathways." Current Issues of Sports Psychology and Pedagogy 2, no. 1 (2022): 18–23. http://dx.doi.org/10.15826/spp.2022.1.15.
Full textAbstract:
The article presents the results of a study on the role of a coach in motivating athletes to build two careers, as well as their coaches' views on the dual careers of girls and boys. The results have showed that student-athletes in high school of sports schools often perceived the motivational climate created by the coach as a process aimed at achieving sports results. The interviewed athletes explained that this approach did not motivate them to the learning process, and moreover, devalued their educational goals. It was revealed that although the coaches emphasized the importance of receiving secondary education for athletes, they could not justify how these ideas were included in coaching practice. The coaches have agreed that those athletes who switch to elite sports should focus on developing their sports career, while the requirements of elite sports and higher education were often considered incompatible. The results have showed that coaching styles play an important role in supporting the motivation of athletes to achieve the goals of two careers.
33
Baxter, Gavin, Thomas Hainey, Ryan McMahon, and Alan Williams. "A Serious game to Teach About Career Pathways in the Games Industry." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 108–16. http://dx.doi.org/10.34190/ecgbl.16.1.744.
Full textAbstract:
The games industry is one that continues to evolve and grow at an accelerated rate. Advances in technology in terms of how games are developed, the sophistication of gameplay, mechanics and their graphical representation span a multitude of game franchises. Furthermore, job roles within the games industry are as diverse as the game genres within it. One dilemma that sometimes confronts undergraduate game development students when entering university is what career path to undertake in the industry. Students in this discipline area are sometimes uncertain whether they want to pursue the aesthetical side of games development or implementational. When learning about the industry for the first time, it is important not only for students to be aware of the distinctive job roles within the industry but also how they interrelate with one another. From a higher educational standpoint, the concept of career pathways is associated with graduate employability. It is important to inform game development undergraduates from an early stage about the various routes into the games industry from a job role perspective. This paper provides a scoping overview of some of the salient job roles in the games industry and their associated hard and soft skill sets. Engagement with the literature associated with soft skills required for working in the games industry is presented. Focus is also provided on how to embed the concept of career pathways into games development higher educational curriculum. One proposed solution is the use of a serious game to teach students in this discipline about this topic. This paper also presents the development of a serious game designed to inform undergraduate game development students about different job roles within the games industry and what skill sets the industry requires. The paper advocates that a serious game can be one of many blended approaches to inform game development students about career pathways within the games industry. Acknowledgement is made that further empirical work is required to substantiate this pedagogical approach.
34
Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria." Asian Journal of University Education 15, no. 2 (December 27, 2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.
Full textAbstract:
The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors underperform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.
35
Doak, Jacob. "Bridging the Gap: The Impact Project-Based Contextualization has on the Motivation of Junior Technology Students." He Rourou 2, no. 1 (October 25, 2022): 46–71. http://dx.doi.org/10.54474/herourou.v2i1.7147.
Full textAbstract:
This study seeks to improve learning motivation of Year 10 Technology students at a secondary school in South Auckland. Despite the emphasis in New Zealand schools on university education, the majority of students in low-decile schools do not follow this pathway. The emphasis on higher education decreases student motivation in the classroom and highlights economic, qualification, and occupational inequities in low socio-economic communities. This study aims to help students make informed choices for career pathways after school, with an emphasis on trade apprenticeships as an alternative to the traditional university pathway. This research seeks to understand how contextualising the Technology curriculum through a project-based assignment affects motivation in the classroom. It also seeks to understand how exposing students to opportunities in the construction industry affects career aspirations. Students participated in visits to industry worksites while working in groups to design and construct seating projects for a stakeholder in their school community. This project mirrored a real-world inquiry project, with students acting as professionals in the college environment while also being exposed to industry workplaces. This helped them to make connections between classroom learning and the workplaces. In doing so, they learned both subject knowledge and how to apply that knowledge to different concepts and contexts outside the classroom. Qualitative and quantitative data was collected in the form of journal reflections, surveys, and observations before and after the intervention to measure the change in student motivations and aspirations. The data was evaluated using Ajzen’s (1991) motivation theory framework to analyse the factors of self-efficacy, social pressures, task-value, and the added factor of cost. The findings from the data showed that contextualising classwork with industry exposure increased student motivation and impacted career aspirations.
36
Palermo, Claire, and Louise McCall. "The role of mentoring in public health nutrition workforce development. Perspectives of advanced-level practitioners." Public Health Nutrition 11, no. 8 (August 2008): 801–6. http://dx.doi.org/10.1017/s1368980008002279.
Full textAbstract:
AbstractObjectiveTo explore the nature, role and utility of mentoring in the development of competence in advanced-level Australian public health nutritionists.DesignQualitative study using in-depth interviews.Subjects and settingEighteen advanced-level public health nutritionists working in academic and practice settings in Australia.ResultsThe attributes and career pathways of the subjects were consistent with previous findings. Dissatisfaction with clinical practice was a key reason for choosing a career in public health. Experiential learning, postgraduate education and mentoring from both peers and senior colleagues were the most significant contributors to competency development. The subjects supported mentoring as an important strategy for public health nutrition workforce development and articulated the characteristics and models important for mentoring relationships in public health nutrition.ConclusionsThe present study suggests mentoring was an important part of competency development for advanced-level public health and community nutritionists in Australia. Mentoring programmes based on experiential learning may assist in developing public health nutrition workforce competence.
37
Kyle, Richard G., Michelle Beattie, and Annetta Smith. "Transition into remote and rural nurse education and careers: a qualitative study of student nurses." Journal of Research in Nursing 25, no. 6-7 (June 23, 2020): 509–20. http://dx.doi.org/10.1177/1744987120908911.
Full textAbstract:
Background Global nurse shortages present a threat to the sustainability of remote and rural healthcare. Interventions have been developed to support recruitment and retention of nurses that focus on providing pre-nursing experience for school pupils who intend to pursue nursing careers. However, there is a lack of evidence around how pre-nursing experience supports transition into nurse education. Aims This study aims to explore the impact of a pre-nursing scholarship for school pupils in remote and rural areas of Scotland on experiences of transition into nurse education. Methods This was a qualitative study involving semi-structured telephone and face-to-face interviews with pre-nursing scholarship participants. Results An authentic pre-nursing experience supported school pupils’ transition to nurse education. First, it increased students’ self-efficacy, both in their decision to choose nursing as a career and their ability to nurse. Second, it helped students to realise that the opportunity to study closer to home was available to them. Third, it supported students’ educational and social integration, helping them feel prepared for university teaching and learning approaches and the social experience of being a student. Conclusions Pre-nursing experience can support transition into nurse education and contribute to career pathways that support recruitment and retention of nurses in remote and rural areas.
38
Manoogian, Margaret. "Older Adult Learners’ Contributions to Enhancing Age-Friendly Practices Within the Classroom." Innovation in Aging 4, Supplement_1 (December 1, 2020): 547. http://dx.doi.org/10.1093/geroni/igaa057.1787.
Full textAbstract:
Abstract Interest in college courses that focus on aging attract a variety of students. For older adults, the decision to take college courses may be fueled by a desire to engage in life-long learning, finish degrees that have been long desired, or retool and change careers. Older adults 65 years and older living in Oregon may audit courses for free in four-year public universities. Older auditors and degree-seeking students often work closely with faculty in providing support on course projects and sharing developmental insights that stimulate discussions about aging pathways. This presentation outlines the ways in which older adults contribute to educational conversations, mentor younger learners, and enhance classroom/university environments. How older adult learners have provided support in workshops, aided students in career decision-making, connected students to community resources, and provided contacts for intergenerational community activities will also be highlighted.
39
Biemans, Harm J. A., Hans Mariën, Erik Fleur, Tanya Beliaeva, and Jan Harbers. "Students’ experiences with different learning pathways to higher professional bachelor programmes." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 1–20. http://dx.doi.org/10.13152/10.13152/ijrvet.7.1.1.
Full textAbstract:
Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.
40
Biemans, Harm J. A., Hans Mariën, Erik Fleur, Tanya Beliaeva, and Jan Harbers. "Students’ experiences with different learning pathways to higher professional bachelor programmes." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 1–20. http://dx.doi.org/10.13152/ijrvet.7.1.1.
Full textAbstract:
Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.
41
Bonzet, René, and Liezel Frick. "Towards a conceptual framework for analysing the gendered experiences of women in TVET leadership." Journal of Vocational, Adult and Continuing Education and Training 2, no. 1 (November 1, 2019): 1. http://dx.doi.org/10.14426/jovacet.v2i1.28.
Full textAbstract:
Gender inequalities handicap leadership structures in technical and vocational education and training (TVET) colleges in South Africa. TVET women leaders’ gendered experiences are, first, intrinsically connected to both a professional career in TVET and family roles – the two being mutually inclusive – and can, secondly, be linked to three career pathways, namely learning, acquiring and performing leadership roles. Based on the relevant literature, the authors present a conceptual framework where themes include: such women leaders’ demographically influenced experiences; the stages in becoming a leader; gender-related notions and challenges; leadership contexts; and strategies for managing gendered experiences. Based on Maritz’s business coaching model, the framework contends with factors that may influence the current lack of women in TVET leadership. This article raises gender-related issues that are relevant to the entire TVET college sector, including current and future leaders, decision-makers and policy developers.
42
Brasil, Vinicius Z., Valmor Ramos, Michel Milistetd, Diane M. Culver, and Juarez V. do Nascimento. "The learning pathways of Brazilian surf coach developers." International Journal of Sports Science & Coaching 13, no. 3 (November 2, 2017): 349–61. http://dx.doi.org/10.1177/1747954117739717.
Full textAbstract:
The purpose of this study was to explore the learning pathways of five Brazilian surf coach developers, in order to understand how they became coach developers. A case study was conducted with five surf coach developers working in the sport participation context, and linked to a legally organized Brazilian surf federation. Three main research topics guided the semi-structured interviews: participants’ experiences as a surfer, as a surf coach, and as a coach developer. Data were analyzed using thematic analysis to explore the participants’ perceptions of the experiences around becoming a surf coach developer. The study revealed a pattern of formative experiences for the participants, across their lives and careers. Their experiences as a surfer and as a surf coach, as well as their exposure to the surfing environment and their contact with significant others, influenced in their engagement in surfing and in the surf coach context; leading them eventually to the desire to share knowledge with others. Becoming a surf coach developer in this study corresponded to a mutual socialization process across a lifetime. This process was marked by situated socio-cultural aspects of different life phases, strongly influenced by the social relations established in immediate contexts (family) and with other specific groups (surfers, coaches, and developers).
43
McColgan, Karen. "The Value of Portfolio Building and the Registered Nurse: A Review of the Literature." Journal of Perioperative Practice 18, no. 2 (February 2008): 64–69. http://dx.doi.org/10.1177/175045890801800203.
Full textAbstract:
The purpose of this literature review is to explore the value of portfolio building and the registered nurse under the following themes: assessment of competence; work-based reflection; lifelong learning; creating career pathways and the contribution a portfolio makes to the professional development of the nurse. This review concludes that for portfolios to work effectively, nurses and their employers require a working partnership to see the value and the opportunities that exist through the development of a personal portfolio. The need exists for an organisational culture of learning that encourages a facilitative environment combined with nurses who support their colleagues and explore their skills through experiential learning. This work was submitted in part fulfilment for the Degree of Master of Science in Nursing at Queen's University of Belfast, School of Nursing and Midwifery in 2007 and was supported by ERFF.
44
Lock, Edward, and Kate Kelly. "Gateways Not Pathways: Student Perceptions of the Portals to Employability." Journal of Teaching and Learning for Graduate Employability 13, no. 1 (May 21, 2022): 65–78. http://dx.doi.org/10.21153/jtlge2022vol13no1art1499.
Full textAbstract:
The expectation that tertiary education leads to employment is one that most commencing students hold. A problem arises when there is a gap between the knowledge and skills students expect to acquire and the knowledge and skills course designers and teachers expect students to develop. The present study interviewed 22 first year students and 12 final year students to explore their expectations and experiences of employability teaching and learning, and compared these to the conceptions of employability articulated in their institution’s policy documentation. The findings suggest that most students believed that, to achieve their career goals, their primary focus should be on completing their academic studies, and that all relevant knowledge and skills would be unveiled during this process. As such, they viewed their time at university as a distinct stage in their development, one that must be completed before they move on to engage with the challenge of employment. Such expectations differ in important ways from those of the institution at which participants were enrolled, which sets employability within the context of an ever-changing job market and the consequent need for life-long learning. Moreover, while the institution clearly articulates the skills that they believe are embedded within their units and courses, this is not being conveyed to students. Implications of this research highlight the need to carefully consider what expectations students are bringing with them regarding the enhancement of employability and how institutions can best act to bridge the gap between students’ expectations and their own.
45
Redding, Christopher, and Thomas M. Smith. "Supporting Early Career Alternatively Certified Teachers: Evidence from the Beginning Teacher Longitudinal Survey." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (November 2019): 1–32. http://dx.doi.org/10.1177/016146811912101107.
Full textAbstract:
Background Alternatively certified (AC) teachers have generally been found to turn over at higher rates than traditionally certified (TC) teachers. These higher turnover rates are generally attributed to lower levels of preparedness and less of a commitment to remain in teaching than TC teachers, both of which may be compounded by AC teachers’ increased likelihood of beginning their career in schools that enroll traditionally underserved students. Purpose Our goal is to better understand the early career professional learning opportunities of AC teachers. We consider the ways in which in-service organizational supports such as mentoring, collaboration with one's peers, and professional development compensate for alternative certification teachers’ reduced levels of pre-service training. Research Design We conduct a secondary analysis of data from the Beginning Teacher Longitudinal Survey (BTLS). BTLS is a nationally representative survey of the cohort of new teachers who began their career in the 2007–2008 school year. Teachers were surveyed annually for their first five years in the teaching profession. We draw on data regarding teachers’ entry pathway, feelings of preparedness, organizational supports, and turnover (i.e., leaving teaching or moving schools). Data Analysis We first describe differences in self-reported preparedness, commitment to remain in teaching, and use of in-service organizational supports across beginning teachers across different entry pathways. We then conduct discrete time survival analysis to (1) understand differences in the timing of turnover rates across entry pathways and (2) examine the role induction supports play in improving AC teacher retention. Findings We show that AC teachers enter teaching feeling less prepared and, with the exception of mentoring, receive no additional support in their first year of teaching compared to TC teachers. Although we observe a 10-percentage point gap in the turnover between early career AC and TC teachers is, this gap is, in large part, explained by observable teacher and school characteristics. We show some evidence that AC teachers differentially benefit from extra classroom assistance, quality of mentor feedback, and content professional development, which were all associated with lower odds of leaving teaching. Conclusions Our findings suggest that schools and districts could do more to target induction supports for novice AC teachers. Given that AC teachers receive most of their training once they begin teaching, alternative certification programs, schools, and districts can customize supports for AC teachers to fit the needs of their local context.
46
Siddons, Sue, and Simon Rouse. "An Exploration of the Perceptions and Experiences of Basic Grade Occupational Therapists Employed in a Development Post within an NHS Trust." British Journal of Occupational Therapy 69, no. 5 (May 2006): 224–30. http://dx.doi.org/10.1177/030802260606900505.
Full textAbstract:
This study investigates an innovative concept for the employment of basic grade staff in development posts, whereby the control of and direction for their learning and development needs are given over to them. A qualitative approach was taken, using four semi-structured interviews as the data collection tool. The findings fell into three broad categories of rotation, development and supervision. The findings were that the participants had experienced some positive learning opportunities within the development posts. The flexibility and element of control that they had over their career pathways were viewed as attractions of the posts compared with a traditional rotation. Further research and refinement of what the posts offer, both to newly qualified staff and to the occupational therapy service or National Health Service trust as a whole, is recommended.
47
Agalioti, O., and S. Nayrouz. "Quality Improvement Project: Mentoring, Career Advice and Placement Introduction Session for Year 5 Imperial College Medical Students. Should Induction go Beyond Facts and Numbers?" European Psychiatry 41, S1 (April 2017): s296. http://dx.doi.org/10.1016/j.eurpsy.2017.02.174.
Full textAbstract:
IntroductionFeedback received from previous rotations of year 5 Imperial College medical students in West London Mental Health NHS Trust has consistently shown that medical students feel uncertain about what to expect in their psychiatric placements and are sceptical about psychiatry as a future career option. This prevents them from maximizing the educational benefit and potential in their training.Aims and objectivesTutorial aims to prepare medical students for their psychiatric placements and create the opportunity for informal discussion about psychiatry as future career option. The session aspires to motivate students to be more involved and active participants and invite them to think about their future career option at an early stage.MethodologyA 1-hour tutorial has been added to medical students’ induction in two successive rotations (July–October 2016). Thirty-seven (37) medical students have attended the tutorial so far. Tutorial provides information about psychiatric placements, learning opportunities as well as structural and operational issues. Besides, it encourages discussions about psychiatry as a future career option, informing students about psychiatric sub-specialties, career pathways and NHS operational structure. Feedback questionnaire is handed over at the end.ResultsData were collected and analysed and findings are outlined in the diagram below (Fig. 1).Conclusions and recommendationThe majority of medical students have feedback they found tutorial relevant and useful. Current tutorial formula will be revised based on feedback collated so far.Findings are going to be shared with local Undergraduate Educational Committee and Imperial College medical school board.Disclosure of interestThe authors have not supplied their declaration of competing interest.Fig. 1Imperial College medical students’ feedback.
48
Gabrilove, Janice Lynn, Layla Fattah, Fatima Nabizada-Pace, Inga Peter, and Alan Moskowitz. "3297 What do early career researchers need? Exploring early career researchers’ learning needs to develop an Emerging Investigator website." Journal of Clinical and Translational Science 3, s1 (March 2019): 77. http://dx.doi.org/10.1017/cts.2019.181.
Full textAbstract:
OBJECTIVES/SPECIFIC AIMS: Early career researchers at Mount Sinai have access to a wide range of resources and support. It can, however, be challenging for new investigators to know where to find information and who to ask for help. To address this issue, an Emerging Investigators website was conceived to bring together resources, provide educational support and foster a community of early career investigators at Mount Sinai. In order to ensure this resource effectively meets the needs of this cohort of researchers, and to determine the scope and content of the proposed website, a series of focus group interviews were undertaken with early career researchers at various stages of their careers. The aims of these focus groups were to 1) explore the self-perceived challenges faced by early career researchers that could be addressed through education and / or support, 2) explore the self-perceived learning needs of early career researchers that are not currently being addressed at Mount Sinai, 3) determine the website content that early career researchers would find valuable to support them in their development. METHODS/STUDY POPULATION: A convenience sample of early career researchers at Mount Sinai were contacted for participation (N = 20). A total of 13 participants responded and three focus groups were conducted, one with the KL2 scholars (N=4), one with TL1 postdocs (N=4) and one with PORTAL students (N=5) during Spring 2018. Participants were initially asked to consider the challenges that early career researchers face. They were subsequently asked to consider which of these challenges they thought could be addressed through education or support. Participants were then asked to consider what they wished they knew more about in relation to research knowledge, skills or behaviors. Participants were finally asked to discuss the resources or support they thought would help them to manage the challenges or meet the learning needs they identified. The interview questions were semi-structured to allow the conversation to flow, and to allow the participants to discuss issues of importance to them. At the end of the discussion, participants were asked to rank their top priorities for inclusion in an Emerging Investigators website, up to a maximum of 3 per person. Focus group sessions lasted between 1 and 1.5 hours. All key points were captured by the participants on flip-chart paper and sticky notes. RESULTS/ANTICIPATED RESULTS: Interview data was transcribed and thematic analysis was used to identifying patterns or themes within the data. A theoretical thematic analysis was conducted, driven by the specific research questions. Each segment of data that was relevant to the research questions or captured something interesting was coded. These codes were examined and further grouped into six key themes that were consistent across all three focus groups. These themes were categorized as: Mapping the research pathway, Research skills, Personal development, Mentorship, Community of Practice and Opportunities at Mount Sinai. Within each of these themes, more specific codes align directly with learning needs for early career investigators at Mount Sinai. When asked to prioritize topics for inclusion in the website, the pre-doc PORTAL students selected research skills that included statistics, navigating the IRB and writing and publication, as well as mapping the research landscape at Mount Sinai. Both the post-doc TL1s and the KL2s also selected some research skills such as scientific writing and conference presentation, but also prioritized personal development and “soft skills” such as leadership, management, collaborating with others and finding a work-life balance. DISCUSSION/SIGNIFICANCE OF IMPACT: The themes articulated by the focus group participants have formed the basis for developing the Emerging Investigators website. Each of the key themes will be reflected in the learning and resources provided on the website. The prioritization of topics differed between groups, reflecting the different stages and levels of experience of these researchers. As a result, the website provides key learning and “top tips” suitable for all levels of early career researchers, but with links to further reading and resources for those at a more advanced level who are interested in learning more. In addition, the reported need for communication, collaboration and social interaction with peers and other researchers across Mount Sinai resulted in the addition of further web-based resources such as a discussion forum, a blog to feature research and provide a sounding board for research efforts, and a calendar of events targeted specifically at early career researchers. The focus groups provided much valued insight to underpin this project and ensure that a valuable resource is created that will meet the needs of early career researchers. The website is currently under development with a view to launch a pilot site in early 2019.
49
Fitzgerald, Angela, and Rebecca Cooper. "The Longer-Term Influences of International Professional Experience on Teachers’ Professional Practice and Growth." International Education Studies 15, no. 5 (August 20, 2022): 1. http://dx.doi.org/10.5539/ies.v15n5p1.
Full textAbstract:
The intention of this paper is to examine the longer-term impacts of international professional experience (IPE). Participants in the study were all early-career teachers who had participated in IPE as part of their education degree and were invited to participate through the alumni office of an education faculty from one university. Thirty participants took part in this research study by completing an online questionnaire with two continuing on to a focus group discussion. The two data sets – from the online questionnaire and interview transcripts – were scrutinized individually using a deductive approach, informed by the five categories from the integrated works of Willard-Holt (2001) and Pence and Macgillivray (2008) as a framing lens. The impact of IPE on the identity formation, practices and career-based decision making of the focus group participants reiterated what emerged from the literature and questionnaire data. This research highlights the impact that IPE has on future teachers’ sense of self and practice as a teacher, their approach to learning, teaching and education more broadly, and on the decisions, they make about their career options and pathways. This study has implications for the ways in which future teachers are prepared for culturally diverse classrooms.
50
Killas, Harry, C. Owen Lo, Marion Porath, Yuen Sze Michelle Tan, Chia-Yen Hsieh, and Rachel Ralph. "Learning from the voices and life trajectories of our most able students: A listening guide analysis." Gifted Education International 36, no. 1 (October 17, 2019): 26–49. http://dx.doi.org/10.1177/0261429419878710.
Full textAbstract:
The “Superkids,” a group of highly gifted students, were first portrayed in a 2004 documentary. In response to the question of what happened to these students after the original film, a second documentary has been produced. The sequel focused on these individual’s lives, their retrospective insights about gifted education, their educational and career choices, and their reflections on their early adulthood. Transcripts of filmed interviews were analyzed using The Listening Guide, a qualitative method for understanding and interpreting voices. The researchers further highlighted first-person voices that may not have been apparent in interviews. This information was used to identify contrapuntal voices among the participants that reflected their views on the meaning of giftedness and their experience of studying in full-time congregated gifted programs. These voices provided a foundation for understanding the variety of pathways to accomplishment, the meaning of the gifted label, and the purpose of education at large.