Relevant bibliographies by topics / Super's theory of career development

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

Academic literature on the topic 'Super's theory of career development'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Super's theory of career development"

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Perosa, Sandra L., and Linda M. Perosa. "The Mid-Career Crisis in Relation to Super's Career and Erikson's Adult Development Theory." International Journal of Aging and Human Development 20, no. 1 (January 1985): 53–68. http://dx.doi.org/10.2190/yy3t-5vjf-1ewt-adk0.

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There is a need to integrate career development theory with adult development theory and a need to include females in the research. The purpose of this study was to investigate the mid-career crisis from the perspective of Erikson's and Super's theory, and to determine whether there are sex differences distinguishing mid-career changers. The sample consisted of 134 males and females who faced a mid-career crisis. They were categorized into three groups: changed, changing, and persisters representing different points on a decision-making continuum. All participants were given a structured interview, the Ego Identity Scale, the Tennessee Self Concept Scale, the Personality Research Form, and the Career Development Inventory. The results of the data analyses revealed that individuals who changed careers scored significantly higher on identity achievement and affiliation, and there was a significant positive correlation between identity achievement and self-concept. In terms of their vocational development, persisters were concerned with exploration tasks, whereas those who had changed careers described these tasks as declining in importance. In addition, five patterns of transition were identified. No sex differences emerged on the variables, indicating that career change as a pathway to identity achievement is similar for both sexes.
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Hughes, Cathy, and Trang Thomas. "Individualism and Collectivism: A Framework for Examining Career Programs through a Cultural Lens." Australian Journal of Career Development 14, no. 1 (April 2005): 41–50. http://dx.doi.org/10.1177/103841620501400107.

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Cultural diversity and the cultural context of adolescent career development are explored through the lens of the cultural syndromes of individualism and collectivism. The individualist cultural value orientation of some of the main theoretical perspectives that underpin career education and counselling practice in schools is highlighted. In particular; the self-concept and career maturity segments of Super's (1990) lifespan, lifespace theory, career interests, career decision making and the career counselling process are examined with reference to the cultural syndromes of individualism and collectivism. Also discussed is the potential inappropriateness of theoretical perspectives that reflect an individualist cultural value orientation for the career development of all students. Finally, Leong and Serafica's (2001) cultural accommodation approach to enhancing the cultural relevance of existing career theories and models is outlined. Some examples of strategies are presented that might fill cultural gaps, which may exist in career education and counselling practices in schools.
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김준희. "A Theory-based Mentoring Process Model for Career Success: Application of Super’s Career Development Theory." Korean Journal of Human Resource Development Quarterly 21, no. 2 (May 2019): 151–76. http://dx.doi.org/10.18211/kjhrdq.2019.21.2.006.

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Zhang, Jiahong, Mantak Yuen, and Gaowei Chen. "Teacher support for career development: an integrative review and research agenda." Career Development International 23, no. 2 (May 14, 2018): 122–44. http://dx.doi.org/10.1108/cdi-09-2016-0155.

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Purpose The purpose of this paper is to review identified key features of teacher support and its influence on students’ career decision making and development. It also examines the types of research approaches to data collection and analysis in order to provide a more in-depth evaluation of this field of study. Design/methodology/approach The review examined 18 studies, the majority being quantitative in design. Cross-sectional and longitudinal effects of teacher support were investigated, and differences in teacher support relative to grade level and gender were considered. Findings Results indicated that since 2000, there has been an increase in the number of empirical studies of teacher support in the career development field, the majority involving middle and high school students. The most commonly cited frameworks that underpin the studies are the social cognitive career theory, the career construction theory and Super’s career development theory. The most frequently used instrument for data collection was the teacher support scale (Metheny et al., 2008). Originality/value The review will be beneficial to researchers, teachers and policy makers seeking to optimize support systems for students’ career development. The findings contribute to further theory development and have practical implications for the career guidance field. Recommendations for future research and practice are suggested.
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Chen, Charles P., and Zimo Zhou. "LGBTQ+ youth: Careers threats and interventions." Australian Journal of Career Development 30, no. 1 (March 24, 2021): 15–23. http://dx.doi.org/10.1177/1038416220978977.

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In an era of rapid development, the world is showing greater openness towards diversity and inclusiveness. There is also an increasing amount of career-related research that has shed light on the LGBTQ+ population. Still, the literature reports many career issues that concern young LGBTQ+ individuals. The current article aimed to highlight the contributing issues that might impact young LGBTQ+ groups’ career development, mental health, and well-being – in particular, the issues of workplace hostility, the costs of self-identity disclosure, self-identity confusion, and inadequate career counselling and guidance services. These issues are discussed through the lens of three major career theories: Super’s life-span, life-space theory, Gottfredson’s circumscription and compromise theory, and Krumboltz’s social learning theory. The aim was to equip career counsellors with a better understanding of the challenges facing LGBTQ+ youth and to suggest potentially useful interventions.
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Giannantonio, Cristina M., and Amy E. Hurley-Hanson. "Applying Image Norms Across Super's Career Development Stages." Career Development Quarterly 54, no. 4 (June 2006): 318–30. http://dx.doi.org/10.1002/j.2161-0045.2006.tb00197.x.

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Stead, Graham B., and Mark B. Watson. "The Appropriateness of Super's Career Theory among Black South Africans." South African Journal of Psychology 28, no. 1 (March 1998): 40–43. http://dx.doi.org/10.1177/008124639802800107.

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The appropriateness of Super's career theory among black South Africans is discussed in terms of developmental stages, the self-concept, career maturity, and career decision-making. Suggestions are provided as to how these constructs may need to be re-evaluated and thus become more meaningful to career counsellors and researchers.
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Salomone, Paul R. "Tracing super's theory of vocational development: a 40-year retrospective." Journal of Career Development 22, no. 3 (March 1996): 167–84. http://dx.doi.org/10.1007/bf02274806.

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Salomone, Paul R. "Tracing Super's Theory of Vocational Development: a 40-Year Retrospective." Journal of Career Development 22, no. 3 (January 1996): 167–84. http://dx.doi.org/10.1177/089484539602200301.

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Boyle, Pam A. "The Second Act: Seeking Best Practices for Encore Worker Management." Gerontologist 60, no. 6 (July 10, 2019): e466-e476. http://dx.doi.org/10.1093/geront/gnz091.

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Abstract Background and Objectives The Baby Boomers are the largest generation in history, and as they reach the traditional retirement age of 65, many leave the workforce and seek encore jobs. This exodus of Boomers creates a knowledge gap that the Gen X and Millennial generations lack the numbers and often the experience to fill. As the knowledge gap increases, managers can recruit and hire encore workers to fill the gap and retain human capital. This article answers the question: What processes can managers implement to close knowledge gaps by hiring or retaining Boomers seeking encore jobs? Research Design and Methods This article examined the factors for filling knowledge gaps with encore workers and the necessary processes for hiring or retaining encore workers to attain organizational goals. A systematic review of 32 published articles and four dissertations was conducted using Super’s amended career development theory. A thematic analysis approach was used to examine the evidence. Results The findings led to the development of best practices to guide managers who want to hire encore workers to close the knowledge gap, and increase organizational knowledge capital. Discussion and Implications Baby Boomers are responsible for finding and sustaining encore worker positions, but managers can support Boomers through best practices including skills assessments, revised HR policies, reverse-mentoring programs, and training opportunities for managers and encore workers.
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Dissertations / Theses on the topic "Super's theory of career development"

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Lahner, Jessica M. "The Impact of Downsizing on Survivors' Career Development: A Test of Super's Theory." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4596/.

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The present study compared the career development concerns and other vocationally relevant variables of employees of organizations who have and have not engaged in downsizing within a one year timeframe. The sample consisted of 162 participants, 72 layoff survivors (those who remained in an organization after its downsizing) and 92 non-survivors (employees in organizations who have not downsized within 12 months). Significant results were found that differentiated the career related experiences of participants in the survivors group, survivors from non-survivors, and participants in general regardless of survivorship status. In general, results indicated that non-survivors reported greater job satisfaction and job security than layoff survivors, that being married with children may increase job satisfaction, and social support may buffer the grief reactions that survivors have to the loss of their co-worker friends. Furthermore, Super's age-associated stages within the Life-Span, Life-Space Theory were moderately upheld in the sample, especially for the Exploration stage. However, younger workers demonstrated more Maintenance concerns that would be predicted by the theory. A discussion of the relevant literature is included as well as possible explanations of the results, small sample size, and implications for future research.
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Chiang, Chi-ming Lawrence, and 蔣智明. "Careers development of Hong Kong students with reference to Super's theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960066.

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Chiang, Chi-ming Lawrence. "Careers development of Hong Kong students with reference to Super's theory." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057350.

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Upton, Matthew Glen. "Toward a multilevel theory of career development: advancing human resource development theory building." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4393.

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Career development (CD) is a multilevel topic involving both the individual and the organization and influencing outcomes at the individual, group and organization level. The established limitations in current CD theory and human resource development (HRD) theory building can be addressed by examining the topic of CD through a multilevel lens. Using multilevel theory building (MLTB) to bridge the theoretical gap between individuals and organizations, this approach to theory building provides an opportunity for HRD professionals to address goals important to both individuals and organizations. Based on the CD and HRD interests described above, the threefold purpose of this study is to develop a multilevel theory of CD as a means of strengthening the theoretical connection between CD and HRD, advancing theory building in HRD, and contributing to meaningful convergence amongst existing CD theory. A new MLTB framework is developed and subsequently used to develop a multilevel theory of CD. Finally, future research options are suggested in order to make the appropriate theory refinements, continue the dialogue about MLTB and multilevel considerations in HRD, and add to the convergence of CD theory by providing a multilevel perspective of CD.
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McCash, Phil. "Career development at depth : a critical evaluation of career development theory from the perspective of analytical psychology." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21802/.

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In this thesis, it is argued that Jungian and post-Jungian perspectives, in contrast to Freudian and Adlerian, have been neglected in classic and contemporary career development theories. This omission is addressed by undertaking a critical evaluation of career development theory in relation to analytical psychology. The primary research strategy adopted is a systematic and critical comparison of the two literatures. Canonical and contemporary texts from within career studies are selected focusing on seven areas of career theory: cultural systems; personality; career types; career strategies; narrative; life course development; and learning. These are critically evaluated using concepts from analytical psychology. Specifically, the work of Jung and post-Jungian scholars is deployed in relation to individuation and the key themes of: projection; persona; typology; archetypal image; personal myth; vocation; and transformational learning. The original contribution is a post-Jungian evaluation and re-imagination of career development theory. It is suggested that cultural career theory can be enhanced by considering the role of projection. In addition, it is argued that self-concept career theory is enriched by Jung’s structural model of the psyche; and the literature on career types can be broadened to include typology. It is further proposed that individuation offers a more critical take on career strategies; and personal myth extends the narrative turn in career studies. Finally, it is claimed that developmental theory is illuminated by an analytical psychological view of vocation; and career learning augmented by transformational learning theory. Overall, it is argued that career means to carry life, and through personal myth, weave together the golden threads that connect us all.
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Smith-Weber, Sheila Marie. "The influence of social cognitive career theory on African-American female adolescents' career development /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924940.

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Albien, Anouk Jasmine. "Exploring grade 12 Kayamandi adolescents' career influences using the Systems Theory Framework of Career Development." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85790.

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Thesis (MA)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Major gaps exist in the understanding of career development across diverse population groups and cultures, a lacuna that postmodern career counselling approaches aim to address. Career choices have been historically constrained for many South Africans by the Apartheid system, indicating the prescribing effects that socio-political and economic factors exert on the field of career psychology. Because disadvantaged adolescents are such an under-researched group, research is needed to provide cogent accounts of their experiences. The Systems Theory Framework of career development (STF) was chosen to contextualise the multitude of career influences present in facing a key life transition in Makupula High School learners in the Kayamandi township. The present research examined the complex interplay of contextual influences that impacts this sample of Grade 12 learners in making career decisions, to provide insight into perceived career opportunities, enablers and unique contextual constraints. The research aimed to identify individual, social and environmental-societal level influences present in career decision-making, using the qualitative career measure My Systems of Career Influences (MSCI) as well as individual interviews and a focus group. Respondents‟ accounts of self-awareness, surrounding environmental resources, influences of significant others (parents, teachers and peers), and past, present and future effects were analysed. At an individual level, a scarcity of opportunities for self-reflection and critical thinking was observed, which culminated in limited insight into personal abilities and poor integration of personal information in occupational choices. High self-efficacy beliefs and expectations were noted, with a sense of responsibility assumed for constructing successful career paths. However, high order cognitive processes, such as future planning, were absent, showing the need for career counselling to build career adaptability and resilience. Social level influences were the most prominent influences, indicating the importance attached to family support, although a lack of parental involvement in career planning was voiced due to the low occupational status of parents. The school context provided examples of subject mastery and career information from teachers; in contrast, friends were described as dual entities, being supportive and providing negative influences. A lack of visible local role models and success pathways resulted in career choices being based on media depictions of careers as well as media role models, in the absence of additional accessible career information. The theme of career myths illustrated the need for accurate career information, and the theme of cultural identity emerged. Africentric narratives of overcoming suffering formed resilient mechanisms that were linked to a black racial identity, yet constrained movements away from extended family structures and the township. The reconciliation of “western” career aspirations with rural roots in forming a coherent self-concept may be the greatest challenge in vocational identity development for disadvantaged adolescents. At the environmental-societal level, Kayamandi was discussed as an enabling and disadvantageous environment, and reference was made to the resources and language barriers that were inherent in Stellenbosch town. Lastly, MSCI feedback indicated the necessity of reflection processes, and criticisms were also discussed. Themes that emerged from the learners‟ career stories can assist in providing insight that would aid future career development, counselling processes and the creation of context-specific interventions.
AFRIKAANSE OPSOMMING: Daar bestaan groot leemtes in die verstaan van loopbaan-ontwikkeling by verskillende bevolkingsgroepe en kulture, „n gaping wat postmoderne beroepsberaders poog om aan te spreek. In die verlede is beroepskeuses vir vele Suid-Afrikaners beperk deur die Apartheidstelsel, wat dui op die voorskriftelike impak van sosio-politiese en ekonomiese faktore op die gebied van beroepsielkunde. Gegewe dat daar min navorsing gedoen is aangaande benadeelde adolessente, is navorsing nodig om koherente weergawes van hul ervarings te verskaf. Die Sisteemteorieraamwerk van loopbaan-ontwikkeling (Systems Theory Framework, STF) is gebruik om die menigte van beroeps-invloede te kontekstualiseer wat gepaard gaan met „n belangrike lewensverandering by leerders verbonde aan die Hoërskool Makupula in die Kayamandi-dorpsgebied. Die huidige navorsing het die komplekse wisselwerking van kontekstuele invloede ondersoek wat hierdie steekproef van graad 12-leerders beïnvloed het rakende loopbaankeuses, en poog om die nodige insig te verskaf van waargenome loopbaangeleenthede, ondersteuningsnetwerke (“enablers”) en spesifieke kontekstuele beperkings. Die navorsingsdoelwitte behels die identifisering van individuele-, sosiale- asook omgewings-en-samelewingsvlakke wat loopbaankeuses beïnvloed. Die kwalitatiewe loopbaanmeetinstrument “My Systems of Career Influences” (MSCI), individuele onderhoude en „n fokusgroep is gebruik. Die respondente se weergawes van “self,” beskikbare omgewings-hulpbronne, invloede van betekenisvolle ander (ouers, opvoeders en portuurgroepe) asook die impak van die verlede, hede en die toekoms is ontleed. Die individuele vlak van ontleding het gebreke rakende self-refleksie en kritiese denke aangedui, wat gelei het tot die beperkte insig van persoonlike vermoëns en die gebrekkige integrasie van persoonlike inligting aangaande loopbaankeuses. Die respondente het sterk oortuigings van self-doeltreffendheid getoon, en „n sin van die nodige verantwoordelikheid vir die daarstelling van suksesvolle loopbaanrigtings. Hierteenoor egter het hoë-orde kognitiewe prosesse, soos toekomsbeplanning ontbreek, wat die behoefte aan loopbaanberading getoon het sodat loopbaan aanpasbaarheid en veerkragtigheid ontwikkel kan word. Die sosiale vlak van ontleding het die mees prominente invloede getoon wat die belangrikheid van familie-ondersteuning aandui, alhoewel die gebrekkige betrokkenheid van ouers rakende loopbaanbeplanning geblyk het as gevolg van die die lae beroepstatus van die ouers. Die skoolkonteks het voorbeelde gebied van die vakke wat die respondente bemeester het asook loopbaan-inligting soos verskaf deur die onderwysers; hierteenoor is die vriende beskryf as tweevoudige entiteite wat aan die eenkant ondersteuning bied, maar aan die anderkant ook die negatiewe invloede. „n Gebrek aan sigbare plaaslike rolmodelle en suksesvolle loopbaanrigtings het gelei tot loopbaankeuses wat gebaseer word op die voorstellings van beroepe soos in die media, asook media-rolmodelle in die afwesigheid van aanvullende en toeganklike loopbaan-inligting. The tema van loopbaan-mites het die behoefte aan akkurate loopbaan-inligting ge-illustreer; en die tema rakende kulturele-identiteit het na vore gekom. Afri-sentriese narratiewe van die oorkoming van swaarkry wat gelei het tot veerkragtige hanteringsmeganismes, is gekoppel aan „n swart rasse-identiteit, alhoewel dit ook die bewegings weg van die uitgebreide familie-strukture en die dorpsgebied belemmer. Die versoening van “westerse” loopbaan-verwagtings met die landelike verbondenheit om „n koherente selfkonsep te vorm, kan die grootste uitdaging wees in die ontwikkeling van „n loopbaan-identiteit vir benadeelde adolessente. Op die omgewings-samelewingsvlak van ontleding is die volgende bespreek: Kayamandi as „n bemagtigende én „n nadelige omgewing; die hulpbronne; en probleme aangaande taalkwessies wat deel is van die Stellenbosse gemeenskap. Ten slotte, die MSCI terugvoering het die behoefte aan refleksie-prosesse aangedui en kritiekpunte is ook bespreek. Temas wat geïdentifiseer is in die leerders se loopbaan-stories kan bydra tot die verkryging van insig vir toekomstige loopbaan-ontwikkeling, beradingsprosesse, en vir die ontwikkeling van konteks-spesifieke intervensies.
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Nanji, Michelle Mojgan. "South Asian Muslim Americans' career development: factors influencing their career decision-making process." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5818.

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The Muslim population in the United States has faced numerous challenges in the aftermath of September 11th, including increased negative portrayal of Muslims in the media. While there is increased understanding that the social environment in the US has become more Islamophobic, there is little research in applied psychology fields to understand how this is influencing the life choices of young Muslims in the United States. This investigation focuses on South Asian Muslim Americans and the factors that influence their career decision-making process. Lent and Colleagues’ (1994) Social Cognitive Career Theory career choice model was used to develop a better understanding of these factors. This study investigated how the variables of gender, ethnicity, religiosity, perceived discrimination, and family involvement relate to career decision-making self-efficacy and outcome expectations for South Asian Muslim college students. A hierarchical regression analysis was used to understand the relationships among the variables. The goal of this study was to provide initial understandings of the factors influencing South Asian Muslim Americans career decision-making process. The study did not find a significant relationship among the variables or the applicability of the SCCT career choice model to this population. These findings demonstrate a need to learn more about the career process for this population and other factors specific to the population that may be involved in the career development process. The results provide valuable information for counseling psychologists in university counseling centers to broaden their understanding and support the needs of South Asian Muslim American students during the career choice process.
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Cahill, Mildred Frances. "Towards bridging the gap between theory and practice in career development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21553.pdf.

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Mavridi, Konstantina. "Social enhancement strategies in women's career development : identity dynamics and social representations." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/2162/.

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Books on the topic "Super's theory of career development"

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Okocha, Aneneosa A. Facilitating career development through Super's life career rainbow. Whitewater, Wisconsin: University of Wisconsin, 2001.

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Patton, Wendy, and Mary McMahon. Career Development and Systems Theory. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-635-6.

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Applying career development theory to counseling. 4th ed. Belmont, CA: Thomson, Brooks/Cole, 2006.

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Sharf, Richard S. Applying career development theory to counseling. 5th ed. Belmont, CA: Brooks/Cole Cengage Learning, 2010.

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Ochiagha, Chinenye Clare. Theory and practice of career development. Nsukka, Nigeria: University of Nigeria, 1995.

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National Career Development Association (U.S.). Career development theory and its application. Broken Arrow, OK: National Career Development Association, 2015.

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Sharf, Richard S. Applying career development theory to counseling. 3rd ed. Pacific Grove, CA: Brooks/Cole, 2002.

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Applying career development theory to counseling. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1992.

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Applying career development theory to counseling. 2nd ed. Pacific Grove, CA: Brooks/Cole Pub. Co., 1997.

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O'Rourke, Patrick Philip. Career theory, career planning/management and career development: A literature review and theoretical synthesis. Dublin: University College Dublin, 1990.

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Book chapters on the topic "Super's theory of career development"

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McMahon, Mary, and Nancy Arthur. "Career development theory." In Contemporary Theories of Career Development, 3–19. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276175-2.

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Patton, Wendy, and Mary McMahon. "Career Counselling Systems." In Career Development and Systems Theory, 345–85. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-635-6_13.

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Patton, Wendy, and Mary McMahon. "Lifelong Career Development Learning." In Career Development and Systems Theory, 279–96. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-635-6_10.

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Patton, Wendy, and Mary McMahon. "Theories of Career Development." In Career Development and Systems Theory, 135–81. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-635-6_6.

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Sheu, Hung-Bin, and Laura Phrasavath. "Social cognitive career theory." In Contemporary Theories of Career Development, 47–60. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276175-6.

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Patton, Wendy, and Mary McMahon. "Systems Theory." In Career Development and Systems Theory, 213–40. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-635-6_8.

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Goodman, Jane. "Adult Career Development." In Career Development and Counseling: Theory and Practice in a Multicultural World, 351–72. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2019. http://dx.doi.org/10.4135/9781071801321.n14.

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Arthur, Nancy. "Career development theory and practice." In Contemporary Theories of Career Development, 180–94. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276175-15.

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Young, Richard A., and José F. Domene. "Contextual action theory." In Contemporary Theories of Career Development, 78–90. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276175-8.

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Hambly, Liane, and Ciara Bomford. "A brief history of career development theory." In Creative Career Coaching, 13–26. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351006422-2.

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Conference papers on the topic "Super's theory of career development"

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Li, Lei, Jun Chu, Xueyang Qi, and Zheng Wan. "Analysis on the Application of Career Anchor Theory in the Career Development Planning of Veterans." In 6th International Conference on Economics, Management, Law and Education (EMLE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210210.079.

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Ramos-Sandoval, Rosmery, and Jano Ramos-Diaz. "PERUVIAN WOMEN IN ENGINEERING: A SOCIAL COGNITIVE CAREER THEORY APPROACH." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1694.

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Budiyono, Nararya Rahadyan. "A Development of Web Based John Holland Theory Career Interest Detection Instruments." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.007.

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Ramos-Diaz, Jano, Rosmery Ramos Sandoval, and Miguel Barboza-Palomino. "Social cognitive career theory: A qualitative approach in Peruvian engineering female students." In 2018 Argentine Congress of Computer Science and Research Development (CACIDI). IEEE, 2018. http://dx.doi.org/10.1109/cacidi.2018.8584366.

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Birchley, Sarah Louisa. "INTEGRATING MAPS THEORY INTO THE DEVELOPMENT OF LEARNING MATERIALS FOR CAREER DESIGN IN JAPAN." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1356.

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Peng, Michael Yao-Ping, Tuan Sheng-Hwa, and Wang Han-Yu. "The Impact of Professors' Transformational Leadership on University Students' Employability Development based on Social Cognitive Career Theory." In ICEMT 2018: 2018 2nd International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3206129.3239422.

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Kalinin, Stanislav Alexandrovich, Oleg Alexandrovich Morozuyk, and Konstantin Sergeevich Kosterin. "Experimental Study of Heavy Oil Displacement by Carbon Dioxide on Carbonated Cores." In SPE Russian Petroleum Technology Conference. SPE, 2020. http://dx.doi.org/10.2118/201821-ms.

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Abstract One of the key aspects in the development of heavy and extra heavy oil resources is the creation and application of effective development technologies. The heterogenic carbonate reservoir represented the permian-carboniferous deposit of the Usinskoe oil field in the capacity of a place for testing the technology for the extraction of super-viscous oil using carbon dioxide (CO2). The paper presents the results of PVT study and flooding experiments on cores and slim tubes (slim-tube method) performed under various thermobaric conditions corresponding to different zones of the permian-carboniferous deposit. The purpose of the research is to evaluate the effectiveness of the application of CO2 injection technology together with the heat carrier to increase oil recovery from a deep-seated heavy oil reservoir. As a result of the studies, it was found that the most effective condition of displacement of super-viscous heavy oil by carbon dioxide in the conditions of the permian-carboniferous deposit of the Usinskoe oil field is the immiscible displacement condition. The displacement of super-viscous heavy oil by carbon dioxide from a low-permeability porous matrix at low temperatures is ineffective without preliminary heating of the reservoir. It has been shown by the experiments that preliminary heating provides an increase in the efficiency of the displacement of super-viscous heavy oil by carbon dioxide – the oil recovery factor increases and the gas-oil ratio decreases. The results of flooding experiments show that there is an optimal ratio of the heat carrier and CO2 injection volume, which makes it possible to increase the efficiency of the thermal process and the reservoir development indicators.
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Bushnell, Dennis M., and Siva Thangam. "Turbulence Modeling: A Brief Overview of Charles G. Speziale’s Contributions." In ASME/JSME 2003 4th Joint Fluids Summer Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/fedsm2003-45324.

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Charles Speziale was, throughout his career, associated almost exclusively with the academic community. His affiliations included Princeton, Stevens, Georgia Tech, ICASE, CTR, and Boston University. His collaborators during his career constitute a sizable portion of the “Movers and Shakers” in the Turbulence Modeling and Turbulence Computation Arenas. However and perhaps atypically for the era of the late 70’s to early 90’s he was interested in and focused on the exigencies/requirements arising from “Practical Applications”. The Research areas to which he contributed throughout his career are exceedingly broad in scope — allowing him to bring to the Turbulence Modeling problem a rich/continually-enriched background in continuum mechanics. These areas included non-Newtonian fluid dynamics, kinetic theory of gases, vortex dynamics and non-linear transition flow dynamics. This intellectual experience base enabled him to make serious and lasting contributions to the turbulence modeling areas of streamline curvature, rotational influences, renormalization group theory, large eddy simulation, dissipation rate equation development, wall region modeling, direct numerical simulation, compressibility influence, second order closure and a plethora of canonical criteria for modeling, calibration and validation.
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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Kiss, Eszter, Michelle Barker, and Parlo Singh. "International undergraduate business students' perceptions of employability." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.

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Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.
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Reports on the topic "Super's theory of career development"

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Osipow, Samuel H. Career Development Models: A Brief Overview of Relevant Theory. Fort Belvoir, VA: Defense Technical Information Center, January 1989. http://dx.doi.org/10.21236/ada204663.

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