Journal articles: 'University career course'

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Zakaria, Normah, Norulhuda Binti Abd Rasheid, and Noor Azlin Yamin. "CAREER MANAGEMENT COMPETENCY AMONG TECHNICAL STUDENTS: IS DIFFERENCE BETWEEN COURSE FIELD AND UNIVERSITY." Humanities & Social Sciences Reviews 7, no. 3 (April 28, 2019): 338–42. http://dx.doi.org/10.18510/hssr.2019.7350.

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Purpose of Study: Challenge to place themselves in jobs, require graduate that have high competency in career manage- ment to compete and fulfill the human resource demand. Thus, this research is to find the different technical student in their career management competency between courses field and university. Samples are final year students from Universiti Tun Hussein Onn Malaysia (UTHM) and Universiti Teknikal Malaysia Melaka(UTeM), with sample size (n), are 581. A questionnaire was used as the instruments to measure the career management competency among students. The data were analyzed using an independent t-test and One Way ANOVA to answer the research questions. The finding revealed there is a significant difference in career management competency between students’ courses field, p < .05 and university, p < .05, with mean difference value =0.13. The implication of this study can give a positive picture to the student how to manage their career own then right path. Methodology: This study uses a quantitative approach by using survey method to answer the question of the study. The purpose of this study was to involve the views and perceptions of respondents about the career management competencies to identify the difference career management competency based on the course fields and among the final year of Engineering Technical University students. Results: The data obtained through this study were analyzed using the Statistical Package for Social Sciences (SPSS) version 20.0. Table 1 shows the total distribution of 581 students by the university. Table 2 shows the mean score of career management competency based on seven-course fields namely FKMP, FKEE, FKAAS, FKE, FKEKK, FKP, and FKM. Implications/Applications: This research was conducted based on the need to review the competency to manage a career in technical university engineering students. The need to review the career management competency by identifying the differences based on career fields and universities among final year students of Engineering Technical University is based on the lack of research in the relevant field.

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Crozier, Sharon D. "A University Career Planning Course for Academic Credit." Australian Journal of Career Development 7, no. 3 (October 1998): 3–5. http://dx.doi.org/10.1177/103841629800700302.

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Career decision-making and preparation for job-seeking are major tasks that students face during their university years. A credit course that focuses on understanding higher education, planning a career, learning job search strategies and managing transitions, assists students to successfully deal with their career development process. An outline for this course will be given, course evaluations will be reviewed, and the process used for obtaining academic credit will be discussed.

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Kinash, Shelley, Linda Crane, John Capper, Mark Young, and Ashley Stark. "When do university students and graduates know what careers they want: A research-derived framework." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (August 23, 2017): 3–21. http://dx.doi.org/10.21153/jtlge2017vol8no1art584.

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This paper reports on research which was conducted to explore how university students and those who had graduated and been subsequently employed, made career decisions. Specifically, through interviews and focus group discussions with 22 university students and 28 graduates from Australian undergraduate and postgraduate courses in a variety of disciplines, four questions were explored: Do university students know their own desired post-course employment, or in other words, what they want to be after graduation; if so, at what point in their student experience do they come to this decision; what elements come into play in university student career decision-making; and to what extent do students and graduates feel that their career decision-making is supported by their universities? Research was grounded in, and results aligned with, the ‘chaos theory of careers.’ The main findings were that at the enrolment-stage of university and during their studies, most students were pessimistic about their career outcomes and felt largely unsupported in identifying suitable career goals. However, the outcomes after graduation were unexpectedly positive in that, by this point most had identified career goals and were in careers they had desired. Most of the research participants who had been in their careers for an extended length of time were casual academics who were dissatisfied with their career progression and status. Although they had identified academic career goals and secured employment in their chosen industry, they were disappointed by continuous short-term contracts and what they perceived as poor career supports extended by their university employers. A ‘university student and graduate career-knowledge framework’ was derived. The key takeaway from this research was a set of recommendations for universities regarding how to better support students to make career choices.

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Neale, Jenny, and Kate White. "Australasian university management, gender and life course issues." Equality, Diversity and Inclusion: An International Journal 33, no. 4 (May 13, 2014): 384–95. http://dx.doi.org/10.1108/edi-05-2013-0024.

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Purpose – The purpose of this paper is to explore the issues arising for women and men in senior management in New Zealand and Australian universities where life course and career trajectories intersect, and analyses how the stereotypical masculinist culture of universities can create additional problems for women. Design/methodology/approach – The data presented here comes from 47 interviews undertaken with women (27) and men (20) senior managers – a total of 26 interviews from New Zealand universities and 21 from Australian universities. “Senior Management” was defined in this study as those academic managers with university wide responsibilities, who were currently in senior management positions. Findings – Life-course issues for women aspiring to senior management roles in universities are framed around hegemonic constructions of masculinity; notions of academic careers subsuming personal life in professional roles; and structural constraints making rational choice impossible for many women. Furthermore, the excessive hours worked in such roles equate with the definition of extreme jobs. The paper concludes that the way in which women and men in senior HE endeavour to balance work and family life differs but creates issues for them both. Research limitations/implications – The structure and operation of Australian and New Zealand universities make gender diversity and management difficult to operationalise, given the competing imperatives of work and other life course trajectories. It is crucial to reframe life course and career intersections are conceptualised to ensure that diversity can be maximised. Originality/value – This paper focuses on women and men in senior management positions in New Zealand and Australian universities, but the findings can be generalised to other countries with HE systems based on the British University model. In discussing how institutional culture affects the intersection of career and life course trajectories, this paper highlights the detrimental outcomes for individuals and the resultant lack of diversity in the sector.

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Peng, Hulling, and Edwin L. Herr. "Evaluation of a Distance Education Course in Students' Decision-Making and Beliefs about Careers." Psychological Reports 87, no. 3_suppl (December 2000): 1218–28. http://dx.doi.org/10.2466/pr0.2000.87.3f.1218.

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To assess the influence of a distance course on careers in students' career decision-making and beliefs, 178 distance education college students in the Open University in Taiwan completed the Career Decision Scale, the Career Beliefs Checklist, and a demographic sheet. Unlike most prior research, the course was not associated with career decision-making and beliefs of the students, but students mentioned that career beliefs influenced their decision-making. Three-way multivariate analysis of covariance showed a main effect for age groups on career indecision. On a follow-up questionnaire to which 143 of the same subjects responded, the students indicated their concern about specific factors in career decision-making. The research findings have important implications for the redesign of the career education course for adults and for research.

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Gunawan, Vania Pradipta, and Retno Yuliati. "APLIKASI MODEL SOCIAL COGNITIVE CAREER THEORY UNTUK MEMPREDIKSI NIAT MAHASISWA BEKERJA SEBAGAI AKUNTAN PUBLIK." Ekspansi: Jurnal Ekonomi, Keuangan, Perbankan dan Akuntansi 11, no. 1 (May 31, 2019): 35. http://dx.doi.org/10.35313/ekspansi.v11i1.1203.

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Abstract: The purpose of this research is to examine thesocial cognitive career theory (SCCT) model (Lent, Brown, & Hackett, 1994) which is composed of self efficacy and outcome expectation to predict university students’ intention to work as public accountant. To our best knowledge, this is the first research to examine SCCT model in accounting field; which is done prior and after the respondents take auditing course in university. Data from 234 respondents prior to taking auditing course and 215 respondents after taking auditing course from three universities in Jabodetabek area were taken and analysed using Structural Equation Modeling (SEM). It can be inferred that: (a) the correlation between self-efficacy and university students’ intention to be public accountant is stronger after taking auditing course; (b) the correlation outcome expectation and intention to work as public accountant is not significant both prior to and after taking auditing course;(c) the correlation between self-efficacy and outcome expectation is significant only on respondents after taking auditing course. The limitations in this research are the data was taken prior to and after taking Auditing 1 course (prior to taking Auditing 2) and all respondents are from renowned university in major cities. The result of this research is expected to increase the effectiveness of auditing courses to develop university students’ competence and confidence to achieve their career as public accountant.Keywords:social cognitive career theory, self-efficacy, outcome expectation, public accountant career

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Torner, James, Beth R. Knudson, and Kimberly Dukes. "2234 Developing the future translational science workforce at the University of Iowa." Journal of Clinical and Translational Science 2, S1 (June 2018): 53–54. http://dx.doi.org/10.1017/cts.2018.203.

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OBJECTIVES/SPECIFIC AIMS: To evaluate the extent to which the curriculum delivered via an innovative program, the Early Scholars Certificate in Clinical and Translational Science (CCTS) at the University of Iowa (UI), develops a translational science workforce pipeline by increasing awareness of and interest in translational science as a career goal for highly prepared undergraduates. METHODS/STUDY POPULATION: The CCTS’s objective is to increase the awareness of the philosophy and tools of translational science and to incorporate critical evaluation and self-appraisal of the translational aspects of a scholar’s own research. CCTS is a 16-semester-hour (sh) academic certificate program introducing translational science concepts and careers to undergraduate students. The CCTS is a selective program with requirements including a minimum GPA, minimum sh completed, completion of course prerequisites, and already engaged and supported by mentored research. The curriculum includes electives in the area of their research interests (6 sh); graduate level Epidemiology (3 sh); Biostatistics (3 sh); and 2 core Translational Research courses (4 sh total). The first core course, an Introduction to Translational Research, is a survey course providing students the opportunity to learn how translational research is conceived and developed. It is designed to instruct the student how to interpret their research in a translational T1 to T4 paradigm. The program’s capstone course, Practicum in Translational Research, provides undergraduate students the opportunity to address how their research experience translates into clinical practice. Student’s spend the majority of this course’s contact hours in a shadowing experience with a clinician in the area of their research. Students reflect on this shadowing experience and its relevance to their academic and professional goals. The students also spend time developing skills in peer review—not only learning to provide constructive feedback to other research professionals, but also how to receive and integrate the feedback. The course includes a mock research fair where both UI faculty and classmates provide feedback that is later integrated into their capstone projects—a poster presentation at the UI Carver College of Medicine Research Fair as well as a final translational paper. As part of the ongoing evaluation of the program and graduates, we examined the participant data, the course satisfaction with content, the change in understanding of translational science, and the intention to incorporate translational science into research and career goals. We also conducted course evaluation surveys and qualitative analysis of a focus group and interviews. RESULTS/ANTICIPATED RESULTS: Since 2015, the CCTS program has introduced translational science curriculum to 20 undergraduate participants (men/woman 40%/60%; 5% Hispanic or Latino; 15% Center for Diversity and Enrichment Eligible). Areas of academic interest include: biology, genetics, engineering, bioinformatics, biochemistry, neuroscience, psychology, and microbiology. Graduates of the Certificate and degree program to date (n=8) have gone onto: Fullbright awards (1), medical school/Masters in public health (1), combined MD/PhD programs (2), biomedical PhD program (1), or currently work in translational science positions in industry (2). In questionnaire and focus group results, we found that in general, students reported increased understanding of the translational spectrum and felt the certificate program helped them clarify their educational or career goals. Data from both the focus group and the questionnaire demonstrate that students are strongly positive about the program in general, including its quality, faculty and guest speakers, structure, goals, opportunities, personality, and personnel. All students highly valued many elements of the program and each course, and particularly the opportunity for clinical shadowing. Among the questionnaire findings for 2016–17, all students (100%) rated program quality “excellent,” and 7 of 8 (87.5%) “strongly agreed” that they better understood translational science, that they saw themselves continuing in translational science research after graduation, and they were better able to communicate how their lab research fits within the translational spectrum. In each case 1 of 8 “agreed.” Participants also generally felt that their career goals had been affirmed or realigned, and that they were better able to communicate the meaning of translational science to multiple audiences. Responses on changes to career aspirations and plans were mixed, and are ambiguous. Questionnaire Item 4, “My UI curricular and/or co-curricular plans changed as a result of the CCTS program,” which had mixed responses, asked specifically about the CCTS program as a reason for change, but it is not clear if, whether, or how the program specifically wants to change curricular plans. In the focus group, students reported using their individual shadowing and lab experience in determining preferences and intentions about future career choices (e.g., whether or not to apply to medical school and/or pursue basic science research). Participants perceived the shadowing experience, complementing or contrasting their lab research, as particularly relevant in deciding about their future careers. Other themes that emerged from the focus group and/or open section of the questionnaire demonstrate the impact of various course elements on participants’ understanding of translational science and potential careers, including: quality of instruction, program and course content (including guest speakers, the shadowing experience, and the poster development process); the exposure to a range of possibilities along the translational spectrum and the expansion of ideas about what research could look like; the value of connections (to faculty, researchers and clinicians, and other CCTS students and alumni); the attributes of the cohort; and the “personality” of the program and personnel. DISCUSSION/SIGNIFICANCE OF IMPACT: Developing a pipeline for translational science workforce development has been problematic because a lack of the understanding of the need of translational research and a structuring a time efficient program for early career clinical and basic scholars. Undergraduates making critical decisions about educational paths and career goals and plans may not be aware of opportunities in translational science or the type of choices they need to make to prepare for such opportunities. Our data demonstrates that CCTS was an effective way of introducing translational science concepts and career paths to undergraduate students and potentially a powerful way to encourage them to consider these career paths. Participants in our program improved their knowledge of the field and expressed interest and intention to incorporate translational science training into their career plans. However, improvements can be made in the CCTS program. Additionally, CTSAs should consider ways to incorporate findings like these into a wider sphere of training to help develop and strengthen a translational science workforce for the future. The exposure to a variety of translational science career possibilities and specialties was important to students. Based on both focus group discussion and questionnaire data, a few students did expand slightly their sense of career possibilities, but the larger benefit may be their concrete experiences that validate or solidify their interests, making them more skilled at talking about and supporting their career goals on applications and in interviews. Shadowing did not always encourage students to go into clinical medicine, but often solidified interests or leanings students already had, giving them a more grounded basis for refining their decisions. For some students, shadowing a clinician confirmed ideas of being a physician; for others, it steered them away from it. Some now found ethical challenges, bureaucracy, or emotional challenges daunting or newly necessary to consider before focusing on clinical careers. This may be just what students need at this point, and emphasizes for them the relation between different kinds of research and application within translational science. Our evaluation suggests that CCTS contributes to academic choices for career development and additionally can help attract highly skilled students into TS research, including students of color. Future work to evaluate CCTS impact on graduates’ career outcomes will inform the translational research direction and content. In terms of program design, it could be useful to build in multiple opportunities for students to understand the diversity of translational science careers and provide students more exposure to different possibilities in clinical and translational work.

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Reese, Robert J., and C. Dewayne Miller. "Effects of a University Career Development Course on Career Decision-Making Self-Efficacy." Journal of Career Assessment 14, no. 2 (May 2006): 252–66. http://dx.doi.org/10.1177/1069072705274985.

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Barnes, Taylor, Kirstin M. Burnett, W. Shawn Ramsey, and Kathrin Dunlap. "252 Better Preparing Animal Science Students for Education Associated Careers." Journal of Animal Science 98, Supplement_4 (November 3, 2020): 186. http://dx.doi.org/10.1093/jas/skaa278.343.

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Abstract An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.

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Hloušková, Lenka, and Jana Veselá. "On Evaluation of Career Education Courses." Lifelong Learning 6, no. 3 (2016): 7–31. http://dx.doi.org/10.11118/lifele201606037.

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Career counselling services in the Czech Republic are not a frequent subject of empirical research and a similar situation is in the case of career education courses. The aim of this empirical study is to provide empirical evidence on which evaluation of the career education courses provided by university counselling centres could be based. Empirical evidence, on which we base evaluation process proposal, is represented by results of qualitative research on the topic of meeting the learning and educational needs of clients of university counselling centres through career education courses. The empirical survey was conducted using grounded theory design, but for the purpose of this article, we only work with statements of 32 students of three public universities in Brno who, in the course of their studies, attended at least one career education course. First, the needs and situations that led the students to the decision to participate in career education courses are described in the text. Further ways of meeting the learning and educational needs are described and attention is paid also to factors that influence meeting the needs. Subsequently, with reference to the existing approaches to evaluation of career counselling services and discovered links between the outputs and impact of the courses, a proposal of career education courses structure which combines evaluation focusing on the process and evaluation focusing on the outputs of the career education processes is presented. The proposed structure of the evaluation process may become an inspiration for the approach to career education courses evaluation as well as for their innovation.

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Choate, Julia, Maria Demaria, Michelle Etheve, Sandy Cran, and David Carroll. "A professional development program with an assessed ePortfolio: A practical solution for engaging undergraduates with their career development in large student cohorts." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (July 16, 2019): 86–103. http://dx.doi.org/10.21153/jtlge2019vol10no2art788.

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Undergraduate biomedical science degree-programs are considered to be non-vocational, with a diverse range of career outcomes. At our university, student and academic feedback indicated that biomedical science students were anxious and uncertain about their career options. In response to this careers anxiety, an in-curriculum, course-wide and assessed professional development program (PDP) was developed and delivered into the biomedical science degree-program by an integrated team of careers educators and biomedical academics. This program aimed to engage a large cohort of biomedical students (>1000) with their career development, improving their careers awareness and reducing their anxiety about careers options. The impacts of the program on students’ career and employability skills development, as well as their self-reported levels of psychological distress, were evaluated with on-line anonymous student surveys. Student engagement with the program was linked with program assessment submission rates and student interactions with the University Careers Service. Completion of the program increased students’ careers knowledge and confidence, enhanced their awareness of career options and employability skills and increased their engagement with the University Careers Service. It did not alter students’ self-reported levels of depression, anxiety and stress, but students who rated themselves poorly on careers awareness and confidence statements were more likely to have severe depression, anxiety and stress. This program provides a practical approach for students’ career and employability skills development in large cohorts, but could be expanded to include an intervention to reduce student anxiety.

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Hill, Doug, Tony Hepworth, Brian Hemmings, Eddie Braggett, Ray Petts, Andrew Wallace, and Bridget Barton. "Career Development of Teacher Education Students." Australian Journal of Career Development 4, no. 2 (July 1995): 8–9. http://dx.doi.org/10.1177/103841629500400204.

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There is little known about the way in which individuals develop as they progress through university-based teacher education courses and the particular experiences students perceive as critical in their courses. Data were gathered for three year Bachelor of Teaching (Primary) students using questionnaires, small group discussions and inspection of student records. The three stages in the career development of the students were similar to those identified in the literature but also reflected particular features of the course.

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Fike, Karol E. "421 Addressing the diverse needs and career interests of animal sciences undergraduate students in a career preparations course." Journal of Animal Science 97, Supplement_3 (December 2019): 177–78. http://dx.doi.org/10.1093/jas/skz258.365.

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Abstract Diverse career opportunities and interests exist for undergraduate students in animal sciences. Educational programs should expose students to diverse careers and prepare them personally and professionally for future success, though individualized opportunities and effectiveness for a large enrollment course is challenging. At Kansas State University, Animal Sciences Career Preparations is a compulsory course for junior or seniors (average enrollment=232). This one-credit course meets once/week with the overarching goal being to help students describe and “move forward” in their career goals. From 2013–18, to determine their intended career path, enrolled students (n = 1394) were asked at semester onset, “Which […] most closely characterizes what you expect to be doing (position/activity) within the 1st year following graduation from [college]?” Most students (32%) selected “Begin school in a college of veterinary medicine.” while 26% selected “Work for an agri-industry/biosciences business/organization.” Fifteen percent indicated, “Begin graduate school (Master of Science, Master of Business Administration, […])” Seven percent chose “Work on [their] family’s ranch/farm/feedlot” and 11% chose “Work for someone other than [their] family on a livestock production operation.” Nine percent selected “Other,” indicating careers with zoo/wildlife organizations or military, for example. Polishing resumes and cover letters, facilitated engagement with university career services, discussion of how social media can influence their career path, and consideration of benefits packages in job offers are examples of activities that all students engage in regardless of career goals. Students can select from several “tailored” assignments/activities specifically relevant to individual paths such as generational transition planning for students returning to family businesses, GRE exam preparation insight, and mock interview participation with businesses for jobs/internships or for admission to veterinary school. Providing flexible structure to course assignments and activities helps students progress in personal and professional preparedness yet allows exploration as students continue to navigate their paths and make career-related decisions.

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Peng, Huiling, Yueh-Hsiang Lin, and Chun-Ju Lin. "Satisfaction Evaluation of the Effectiveness of the Two Models of Specialty-Oriented Career Planning Course." International Journal of Psychological Studies 9, no. 3 (August 7, 2017): 51. http://dx.doi.org/10.5539/ijps.v9n3p51.

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This research is a two-semester experimental program that uses Freshman’s “Finance Career Planning” of the undergraduate program of the finance department of the National Taipei University of Business (NTUB) as the experimental curriculum. This research explores and analyzes two models of “Specialty-oriented career planning course” to see if there is a difference in students’ course satisfaction. The features of the second model include specialty-oriented lectures by finance alumni and assignments requiring the interviewing of upperclassmen, in addition to studying career counseling theory and specialty-topic content sharing. This research finds that there is a significant difference in students’ course satisfaction within the two models of “specialty-oriented career planning course”, wherein the second model is considered better than the first model, and the average scores of the five indicators of students’ course satisfaction have all reached a significant level (the richness of course content, the clarity of lecturer’s conveyance, the level of personal learning acquirement, the relevancy of course content to the topic, the design of course process and activities). This research proposes the following recommendations, in accordance with the research findings, that institutions of higher education should offer practical and feasible specialty-oriented career planning courses.

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Sembawa, Hatem A. "Benefits from 4th Year Surgical Course for Medical Students upon Reaching 6th Year Surgical Course at the Faculty of Medicine, Umm Al-Qura University." Journal of Education and Learning 8, no. 3 (May 20, 2019): 180. http://dx.doi.org/10.5539/jel.v8n3p180.

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The aim of the study was to evaluate the benefits from 4th year surgical course for medical students upon reaching 6th year surgical course. A questionnaire survey was conducted and questions regarding student satisfaction with the 4th year course and the benefits gained from this course in the 6th year were evaluated. Students were questioned regarding their interest in surgery as a career. A total of 67 students were enrolled in the study and the information collected from them was analyzed. The results showed that only 35 students reported in agreement of offering 1 surgery course; whereas, only 32 students reported in agreement of 2 surgery courses. The results also showed that only 26 students were interested in surgery as a career. The study emphasized on spreading awareness among students regarding surgery, and suggested that courses must be introduced in the curriculum to help students in their future decision making.

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Adachi, Tomoko. "Career Self-Efficacy, Career Outcome Expectations and Vocational Interests among Japanese University Students." Psychological Reports 95, no. 1 (August 2004): 89–100. http://dx.doi.org/10.2466/pr0.95.1.89-100.

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The Social Cognitive Career Model proposes that career interests arise from beliefs about capability to execute a course of activity (self-efficacy), and beliefs about the consequences of performing particular activities (outcome expectations). In our study, 301 Japanese university students were given questionnaires including the Vocational Preference Inventory and scales assessing Career Self-efficacy and Career-outcome Expectations. Hierarchical multiple regression analyses indicated both self-efficacy and outcome expectations were significantly related to vocational interests. Outcome expectations accounted for significant incremental variance in explaining interests across six of Holland's vocational environments. Implications of social cognitive theory for career development and interventions among Japanese university students are discussed.

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Green, Zane Asher, Uzma Noor, and Mohammad Nawaz Hashemi. "Furthering Proactivity and Career Adaptability Among University Students: Test of Intervention." Journal of Career Assessment 28, no. 3 (August 28, 2019): 402–24. http://dx.doi.org/10.1177/1069072719870739.

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This study was based on a theory-driven training course, Staying Relevant. It aimed at developing university students’ proactive personality and career adaptability resources (concern, control, curiosity, and confidence) with the assumption that 6 months later, they would demonstrate appropriate adapting responses (career planning, career decision-making self-efficacy, career exploration, and occupational self-efficacy). A randomized control trial, the study used the pretest–posttest–posttest one control group ( n = 49) and one experimental group ( n = 49) design. Compared to the control group, results indicated that the training group had higher proactivity and career adaptability resources immediately after the training and 6 months later as well as showed higher adapting responses 6 months later. Theoretical contributions and practical implications of these results are also discussed. The study concluded that the Staying Relevant course embodying an eclectic mix of intervention best practices could be successful in facilitating a smooth university-to-work transition.

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Lock, Edward, and Kate Kelly. "Ignorance is risk: An exploratory investigation of students’ perceptions of their education–employment pathways." Journal of Teaching and Learning for Graduate Employability 11, no. 1 (May 1, 2020): 22–36. http://dx.doi.org/10.21153/jtlge2020vol11no1art894.

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The widely held view that higher education constitutes a gateway to employment has underpinned the dramatic widening of access to university in recent decades. However, globalisation and technological development have complicated the task of enhancing the employability of students, as the future world of work has become ever-more dynamic and unpredictable. Given such conditions, the delivery of employability teaching has become a central focus of many higher education providers (HEPs). To meet their responsibilities, HEPs must understand how students perceive their respective courses in relation to the employment pathways that they seek to follow. The present study aimed to gain an understanding of prospective students’ perceptions regarding this, but also to evaluate the accuracy of these perceptions. Because some course types are more narrowly vocational than are others, a subsidiary aim was to investigate whether or not student expectations and knowledge varied depending on course-type. The findings gathered from 462 students enrolled into a wide range of courses at 15 Australian universities were profound. They highlight that, while most students commence university with a career goal in mind, many have a poor understanding of the education-employment pathways on which they have embarked. Students demonstrated a limited understanding of the careers to which their courses might lead, and of the relevance of postgraduate study to their chosen career goals. These findings varied significantly across different course-types. Overall, these findings highlight the need for HEPs to educate their students explicitly about the education-employment pathways that are available to them.

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Lock, Edward, and Kate Kelly. "Ignorance is risk: An exploratory investigation of students’ perceptions of their education–employment pathways." Journal of Teaching and Learning for Graduate Employability 11, no. 1 (May 5, 2020): 22–36. http://dx.doi.org/10.21153/jtlge2020vol11no1art898.

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The widely held view that higher education constitutes a gateway to employment has underpinned the dramatic widening of access to university in recent decades. However, globalisation and technological development have complicated the task of enhancing the employability of students, as the future world of work has become ever-more dynamic and unpredictable. Given such conditions, the delivery of employability teaching has become a central focus of many higher education providers (HEPs). To meet their responsibilities, HEPs must understand how students perceive their respective courses in relation to the employment pathways that they seek to follow. The present study aimed to gain an understanding of prospective students’ perceptions regarding this, but also to evaluate the accuracy of these perceptions. Because some course types are more narrowly vocational than are others, a subsidiary aim was to investigate whether or not student expectations and knowledge varied depending on course-type. The findings gathered from 462 students enrolled into a wide range of courses at 15 Australian universities were profound. They highlight that, while most students commence university with a career goal in mind, many have a poor understanding of the education-employment pathways on which they have embarked. Students demonstrated a limited understanding of the careers to which their courses might lead, and of the relevance of postgraduate study to their chosen career goals. These findings varied significantly across different course-types. Overall, these findings highlight the need for HEPs to educate their students explicitly about the education-employment pathways that are available to them.

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KANG MI YOUNG. "The Effectiveness of a Competency-Based Career Course for University Students." Journal of Employment and Career 5, no. 1 (March 2015): 1–27. http://dx.doi.org/10.35273/jec.2015.5.1.001.

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Manoogian, Margaret M. "ADDRESSING THE SUCCESSFUL TRANSITION OF COMMUNITY COLLEGE GERONTOLOGY STUDENTS TO UNIVERSITY SETTINGS." Innovation in Aging 3, Supplement_1 (November 2019): S240—S241. http://dx.doi.org/10.1093/geroni/igz038.900.

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Abstract Developed in 2012, our gerontology program has tracked enrollment, learning outcomes, student competency development, and career paths post-graduation. Enrolled students tend to be older, transferring from community colleges, reentering college due to work and family commitments, and retooling career paths. Our efforts have focused on career integration across all courses culminating in a two-term practicum program. Additionally, through discussions with community college faculty and students, alumni, and community partners, we have adapted our curriculum to address student needs for work, family care, and academic engagement through flexible course delivery, syllabus construction, applied project development, and direct contact with professionals in and outside the classroom. Developing strategies to ensure transfer student success is critical, as well as offering strong career preparation for older students entering the workforce. Comprehensive placement data and an overview of the needs and challenges for university programs to partner with community college programs will be highlighted.

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Chaturapruek, Sorathan, Tobias Dalberg, Marissa E. Thompson, Sonia Giebel, Monique H. Harrison, Ramesh Johari, Mitchell L. Stevens, and Rene F. Kizilcec. "Studying Undergraduate Course Consideration at Scale." AERA Open 7 (January 2021): 233285842199114. http://dx.doi.org/10.1177/2332858421991148.

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Elective curriculums require undergraduates to choose from a large roster of courses for enrollment each term. It has proven difficult to characterize this fateful choice process because it remains largely unobserved. Using digital trace data to observe this process at scale at a private research university, together with qualitative student interviews, we provide a novel empirical study of course consideration as an important component of course selection. Clickstream logs from a course exploration platform used by most undergraduates at the case university reveal that students consider on average nine courses for enrollment for their first fall term (<2% of available courses) and these courses predict which academic major students declare two years later. Twenty-nine interviews confirm that students experience consideration as complex and reveal variation in consideration strategies that may influence how consideration unfolds. Consideration presents a promising site for intervention in problems of equity, career funneling, and college completion.

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Hamilton, Susan L., and Mary L. Albrecht. "571 Undergraduate and Graduate Curriculum in Public Horticulture at The University of Tennessee." HortScience 35, no. 3 (June 2000): 494D—494. http://dx.doi.org/10.21273/hortsci.35.3.494d.

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Students wanting to prepare for a career in public horticulture can now enroll in a new undergraduate and graduate curriculum at the Univ. of Tennessee. Beginning fall semester, 1999, students enrolled in the Dept. of Ornamental Horticulture and Landscape Design (OHLD) can opt to follow the new Public Horticulture concentration in the ornamental horticulture and landscape design major. The Public Horticulture concentration was the result of a year-long curriculum revision that reflects growth in career options in horticulture. The goal of the Public Horticulture concentration is to prepare students for careers that promote horticulture and emphasize people and their education and enjoyment of plants. Such careers include director of a botanical garden, arboretum, or park; city or urban horticulturist; extension agent, teacher, educational director, or program coordinator; professional garden writer/editor or publication manager; horticulture therapist; public garden curator; and plant collections manager. The Public Horticulture concentration allows students to take a breadth of ornamental horticulture courses, five of which are specific to public horticulture, along with supporting course work in soils, entomology, plant pathology, and botany, while providing the opportunity for students to take electives in education, extension, public administration, grant writing, museology, psychology, information sciences, journalism, and management. Students also complete an internship for graduation and have the opportunity to work in the Univ. of Tennessee Inst. of Agriculture Gardens.

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Forbrig, Doreen. "What Keeps Them Interested? Influences on the Stability of Research Career Intentions in the Course of Academic Qualification." International Journal of Doctoral Studies 15 (2020): 217–35. http://dx.doi.org/10.28945/4537.

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Aim/Purpose: While scientists play a crucial role within modern knowledge societies, the attractiveness of scientific careers in Germany is moderate due to career uncertainty and the limited perspectives of long-term retention in academia. This study identifies (intra-individual) changes in the career intentions of early career researchers. Furthermore, supporting factors for the stability of research career intentions are shown. Background: Recent studies investigated early career researchers’ career intentions and predictors for their development in cross-section. These studies determine influences of individual factors, such as interests or self-efficacy beliefs, and organizational aspects like working and doctoral training conditions. By contrast, there is little knowledge about intra-individual changes in career intentions in the course of academic qualification. Methodology: Longitudinal data of 101 research associates at a German university were collected via survey questionnaires in 2016 and 2018. Descriptive analysis was used to investigate changes in career intentions in consideration of doctoral phases. Logistic regression was applied to predict the stability of research career intentions over time. Contribution: So far, research investigated the career intentions of early career researchers in Germany solely in cross-section. The present paper contributes in two ways. Firstly, intra-individual changes in career intentions are identified from a longitudinal perspective. Secondly, the stability of research career intentions is explained, considering various individual and contextual factors based on the Social Cognitive Model of Career Choice. Findings: Descriptive analyses illustrate the tendency of declining interest in scientific careers in the course of academic qualification. The stability of research career intentions is predicted by changes in attractiveness ratings of a professorship and subjective assessments of research abilities relative to peers. Changes in academic self-efficacy beliefs have no significant effect. Recommendations for Practitioners: Firstly, the attraction of and the path to a professorship must be structurally strengthened. Secondly, early career researchers should be supported in developing realistic assessments of their subjective research skills relative to peers. Mentoring in addition to academic supervision, mental support, or opportunities for peer counseling are expected to be valuable offers. Recommendation for Researchers: Researchers seeking to explain the career intentions of early career researchers should be aware of their changeability. Hence, they should be investigated in extended longitudinal studies. Furthermore, impostor feelings as influencing factors on career intentions need further research. Impact on Society: Research and knowledge are the basis for innovation and progress. In today’s knowledge society, research is in direct competition with both other countries and the private sector. In order to attract the “brightest minds” for academia, universities and research institutes must gain a deeper understanding of factors influencing the stability of research career intentions. Future Research: Future research should focus on specific instruments of promoting early career researchers and how they affect the development of realistic assessments of individual research skills. Moreover, international ECRs should be explicitly considered since a researchers’ visa status potentially affects career prospects and individual career intentions.

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Longva, Kjersti Kjos, Øivind Strand, and Mark Pasquine. "Entrepreneurship education as an arena for career reflection: the shift of students' career preferences after a business planning course." Education + Training 62, no. 7/8 (June 30, 2020): 877–96. http://dx.doi.org/10.1108/et-08-2019-0187.

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PurposeThe purpose of this paper is to examine the impact of entrepreneurship education (EE) in the form of a business planning course on students' career intentions and preferences. While there is extensive research in which traditional survey scales have been applied to study students' entrepreneurial intentions, this study takes a novel approach by extending the construct of entrepreneurial intention to include preferences for intrapreneurship and team entrepreneurship. Furthermore, the use of conjoint analysis captures students' unconscious decision-making processes when presented with different career opportunity scenarios, thereby overcoming many of the limitations of self-reported survey measures.Design/methodology/approachThe study uses a quasi-experimental design with a novel application of conjoint analysis in EE research. A two-part survey combining a traditional questionnaire with conjoint analysis was distributed to students enrolled in a business planning course at two campuses of a Norwegian university, resulting in 99 matched pre- and post-test responses.FindingsTwo main findings arise from the study. First, there is a significant decrease in entrepreneurial intention among students in the EE course. Second, the conjoint analysis contributes to a better understanding of this decrease by illustrating how students shift their career preferences from entrepreneurship to employment during the EE course. This suggests that EE provides a space for students' career reflections where they can explore, commit to and reconsider entrepreneurship as a career.Research limitations/implicationsA limitation of the study is that it focuses on a small sample of undergraduate students from two campus locations in Norway. Thus, further investigation is still necessary to establish whether the findings are valid in other contexts. The research has implications for higher educational institutions, policymakers and researchers in the field of EE.Practical implicationsThe study contributes with a novel perspective on EE as a trigger for career reflection, a perspective that is important for educators teaching EE courses, as well as for higher education institutions who decide to implement EE in study programmes.Originality/valueBy focusing on the development of students' career preferences through conjoint analysis, the study expands knowledge on the impact of EE on students' careers, while also accentuating the value of the application of conjoint analysis in research on EE.

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Peng, Huiling, and Wen-Chun Lin. "Evaluation a Career Planning Course with Case-based Teaching Modelon College Students’ Career Decisions and Learning Satisfaction." International Journal of Psychological Studies 11, no. 4 (November 30, 2019): 102. http://dx.doi.org/10.5539/ijps.v11n4p102.

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This study aims to investigate the impact of the case-based teaching model on college students' career decision making and learning satisfaction. The study conducted both a pre-test and a post-test on a single group of subjects. Thirty-two freshmen (8 males and 24 females) taking the class “Career Planning in Finance” in the department of finance of a business university. The researcher developed case-based teaching model materials for an 18-week career planning courses in one semester. There are two-hour classes per week for a whole semester. The results are as follows: (1) There are significant differences in the pre-test and the post-test on career decisions measured with career decided scores (t=-4.05, p=0.0028). The differences in career indecision scores are also statistically significant (t=-3.85, p=0.0001); (2) The questionnaire on learning satisfaction reports high scores in general (M=4.73, SD=0.40). Meanwhile, the university’s teaching assessment also indicates high satisfaction in this elective (M=4.89, SD=0.48). Results suggest that college students’ career decision making and learning satisfaction can be increased through their participation in the cased-based career planning courses.

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Aurangzeb, Wajeeha, Azhar Mehmood, and Sumaira Khan. "Gendered Perceptions’ regarding Career Guidance Needs at Higher Education Level." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (January 22, 2021): 48–62. http://dx.doi.org/10.35993/ijitl.v6i2.810.

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Career guidance had been a strong variable for consideration in democratic societies at global level. Individual autonomy and choice making is imperative for indulging in better market economy. Career guidance programs, if introduced at university level are very helpful for students in overcoming hesitation in career choices and selecting desirable study paths. The study compared career guidance needs among students at higher education level in Pakistan with reference to gender. Mix method design was adopted to extract data from graduating students enrolled in Management Sciences through questionnaire and semi structured interviews (male=100, female=100). Findings illuminated that male students (μ=4.1) have a clear idea about career guidance through internship programs whereas female students (μ=3.1) differed in their views about it. Male students suggested that career planning strategies, if implemented in their course may help designing lifelong careers whereas female students’ focus was towards development of effective career skills only. It is suggested that career guidance is on the brink of coming a national reality at all of the educational levels, so it may be included as a vital part in curriculum. Furthermore, as female students in our society are given less projection so they may be provided with more chances of exposure towards their future careers. Keywords: Perceptions, career guidance, career skills, career planning

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Wahyuni, Sri. "English Language Needs for Medical Students: A Link and Match of Academic and Professional Career." ENGLISH FRANCA : Academic Journal of English Language and Education 5, no. 1 (May 28, 2021): 169. http://dx.doi.org/10.29240/ef.v5i1.2146.

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The objective of this study was to link and match the needs for an academic and professional career for medical students. The rationale is what English skills and communicative needs are learned at university should meet their needs in accomplishing their study and in pursuing their professional career. It is strongly believed that this link and match makes learning English take place. To achieve the aim of this study, descriptive analysis was used to analyze questionnaire responses. The questionnaires were distributed to 156 medical students of Baiturrahmah university who enrolled at Bahasa Inggris 6 course and had already passed Bahasa Inggris 1 to 5 courses. The finding indicated that 94,8% of medical students viewed that English was undoubtedly required for both academic and professional careers with listening and speaking skills as a priority. For medical needs, students viewed listening (82,27%) and speaking (82,21%). For professional needs, they believed listening 95.99% and speaking (85.25%) were the priority. Interestingly, for academic needs, medical students needed communicative skills and strategies for reading English journal articles to finish their studies. For a professional career, participating in international seminars was in demand. By the study, it is strongly assumed that accommodating this link and match will make studying English more meaningful and beneficial.Keywords: English Language, Needs, Link, and Match.

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문, 윤경, 현주 오, and 미경 김. "The course development and effects of career competency-based for university student’s." Korean Career, Entrepreneurship & Business Association 5, no. 1 (February 28, 2021): 76–96. http://dx.doi.org/10.48206/kceba.2021.5.1.76.

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Nathie, Mahmood, and Mohamad Abdalla. "Courses Preferences and Occupational Aspirations of Students in Australian Islamic Schools." Religions 11, no. 12 (December 10, 2020): 663. http://dx.doi.org/10.3390/rel11120663.

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Course selection by year 11 and 12 students exert a significant influence on occupational outcomes of young people. While many studies have been conducted by the Australian Council for Educational Research (ACER) across a broad spectrum of schools, not much is known about this aspect in relation to Islamic School students. In this research, data was collected on student course choice from nine randomly selected Islamic schools across Australia. For the first time, the results reveal the most prevalent course clusters studied by students are Science, Technology, Engineering and Mathematics (STEM) aligned courses. Mathematics and sciences followed by legal and business studies sit at the peak of the course hierarchy. Long-held views and anecdotal evidence that suggest Arabic and Islamic Studies feature prominently in course selection proved to be unfounded. Preference for these courses are shown to be very low. Vocational Education & Training (VET) courses do not feature prominently in Islamic school curriculums to the disadvantage of students who may wish to pursue non-academic careers instead of opting for university inspired career paths. Professionally, medicine, engineering, law and business (in that order) are the most preferred occupations. We also find a conspicuous gender-based difference regarding course selection and occupational aspirations.

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Pereira, Natália, and Neves Arza Arza. "The Practice of Career Guidance in a Northern Portuguese University." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 6, no. 5 (2020): 31–37. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.65.1004.

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This study aims to analyze the practice of career guidance in a northern Portuguese University. In the process of selecting a profession, we are increasingly faced with great difficulty on the part of young people to carry out educational, formative, and professional options. Based on the Bologna Process and the purpose of improving the employability of graduates, expert guidance has become a quality factor in college education. In this quantitative research, we used a Likert Scale questionnaire. Two hundred twelve finalist students configured the representative sample, (50,9% of the student population), distributed by 18 courses in five different university departments. The results show that the career guidance available does not fully satisfy the student’s needs. The guidance received by the students is characterized as being informative and focused on academic and professional issues. The main guidance agents are the teachers, and the main actions related to career guidance occurred during the last year of the course. The difference between College departments demonstrates that the Management area is the one where its students received more career guidance for the transition into the job market. In relation to the guidance services, there is a difference between the information available and its actual use.

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Tanamachi, Robin L., Daniel T. Dawson, and Loran Carleton Parker. "Students of Purdue Observing Tornadic Thunderstorms for Research (SPOTTR): A Severe Storms Field Work Course at Purdue University." Bulletin of the American Meteorological Society 101, no. 6 (June 1, 2020): E847—E868. http://dx.doi.org/10.1175/bams-d-19-0025.1.

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Abstract A summer course has been developed at Purdue University that leverages students’ intrinsic desire to observe tornadoes as a motivator for learning severe storms forecasting. Relative to previous “storm chasing” courses described in the literature, the Students of Purdue Observing Tornadic Thunderstorms for Research (SPOTTR) course is enhanced by active learning exercises, career exploration activities, and the inclusion of research-grade meteorological instrumentation in order to provide an authentic in-field experiential learning scenario. After teaching severe weather forecasting skills and deployment techniques for several meteorological instruments (such as a mobile radar, radiosondes, and disdrometers), the instructors then guide the students on a 1-week field trip to the Great Plains, where the group executes a miniature field campaign to collect high-quality meteorological observations in and near severe storms. On days with no targetable severe weather, the participants visit sites deemed beneficial to the students’ professional development. The final week of the course is spent performing retrospective case studies based on the observations collected, and distilling lessons learned. Surveys given to SPOTTR students show that students’ understanding of severe storms forecasting, technical skills, and career aspirations all improved as a result of having participated in the SPOTTR course, affirming the efficacy of the course design.

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Rajecki, D. W., and Joan B. Lauer. "Improved Advising Ratings in an Undergraduate Psychology Program." Psychological Reports 100, no. 1 (February 2007): 171–76. http://dx.doi.org/10.2466/pr0.100.1.171-176.

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During the late 1990s, the psychology department of Indiana University-Purdue University Indianapolis made investments in its undergraduate advising program in terms of additional professional personnel, a new orientation course, an experimental intrusive advising track, innovative peer activities, and expanded physical facilities. Against this backdrop of innovations, from 1995 to 2001 an exit survey of graduating seniors ( N= 311) showed improved evaluations of departmental counseling services. Ratings of the obtainability of advising on courses and the quality of course and career advising all showed significant upward shifts over the seven years of study. Regarding a specific innovation, students who completed a 1-hr. orientation course gave higher mean counseling ratings than those not enrolled.

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Broms, Rasmus, and Jenny de Fine Licht. "Preparing political science students for a non-academic career: Experiences from a novel course module." Politics 39, no. 4 (February 7, 2019): 514–26. http://dx.doi.org/10.1177/0263395719828651.

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Higher education is increasingly expected not only to provide students with disciplinary knowledge and skills but also to prepare them for a future career. As political science is a diverse discipline and does not train students for a certain profession, its students often feel uncertain of the career paths available to them and how their expertise can be used in a future career. In this article, we present and discuss the course ‘The Professional Political Scientist’, given at the bachelor’s level at the Department of Political Science at University of Gothenburg, Sweden, which is an attempt to fill this gap. We present the preparatory work, the design, the pedagogy behind the themes and exercises included in the curriculum, as well as the experiences and evaluations of the first three rounds of the course. Finally, we provide suggestions for teachers interested in developing similar courses.

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Magnano, Paola, Ernesto Lodi, Andrea Zammitti, and Patrizia Patrizi. "Courage, Career Adaptability, and Readiness as Resources to Improve Well-Being during the University-to-Work Transition in Italy." International Journal of Environmental Research and Public Health 18, no. 6 (March 12, 2021): 2919. http://dx.doi.org/10.3390/ijerph18062919.

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College students approaching a university degree can experience a critical period in their career development path that could affect their well-being. The main aim of this study was to examine the role of courage, career adaptability, and professional readiness as protective factors toward life satisfaction and flourishing during the university-to-work transition. These psychosocial resources could be useful to cope with the recent transformations of the labor market. The study involved 352 Italian university students (M = 100; F = 252), aged from 21 to 29 years (M = 23.57; SD = 2.37), attending the last year of their degree course. The results of the mediation analysis showed that courage plays a mediating role between career transition readiness and career adaptability, on one hand, with well-being indicators as outcomes. The results are discussed, providing some suggestions on practical implications for career interventions to support college students during the university-to-work transition.

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Power, Dominic, and Simon Tan. "Microsurgery training courses in Singapore." Bulletin of the Royal College of Surgeons of England 89, no. 2 (February 1, 2007): 54–55. http://dx.doi.org/10.1308/147363507x173409.

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Microsurgical training is essential for those embarking on a career in plastic surgery, maxillofacial surgery or hand surgery. Training courses in the UK are generally oversubscribed with long waiting lists and course fees are now in excess of £1,000 for a five-day basic microsurgery training course. With our meagre study-leave budgets already stretched beyond breaking point, we decided to look for cheaper alternatives. A Singaporean colleague recommended the department of hand and reconstructive microsurgery at the National University Hospital (NUH), Singapore.

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SOUBHI, Fatima Zahra. "Factor of students’ drop outin Moroccan University." International Journal of Learning and Teaching 8, no. 3 (October 31, 2016): 187. http://dx.doi.org/10.18844/ijlt.v8i3.757.

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This study is related to the VOLUBILIS project "Moroccan and European students: a comparative approach”, which aims to identify the challenges and expectations of Moroccan students.The purpose of this research is to indicate information about the course of study and the factors of abandonment at University Hassan II of Casablanca.350 students participated in the survey. Their average age is 22 years and they have no physical or mental disability.Our results indicate that the students have big difficulties to succeed in their academic career, and they decide to drop out after a short time at the university. Keywords: Factors of abandonment, Moroccan University, academic career.

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Veloso, Elza Fátima Rosa, Leonardo Nelmi Trevisan, Rodrigo Cunha da Silva, and Joel Souza Dutra. "The use of traditional and non-traditional career theories to understand the young’s relationship with new technologies." Revista de Gestão 25, no. 4 (October 15, 2018): 340–57. http://dx.doi.org/10.1108/rege-12-2017-0008.

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Purpose The purpose of this paper is to, which involved 123 students in their last year of an administration course at a private university in the city of São Paulo, Brazil, evaluate the importance of analyzing the pressure from new technologies on the careers of young university students from a career theory perspective. Design/methodology/approach From the perspective of traditional theories, the authors used “career anchors,” and from the perspective of non-traditional theories, “intelligent careers,” in which people develop three competency groups that are transferable between organizations: knowing why; knowing how; and knowing whom. The hypotheses the authors raised were analyzed using statistical techniques and the following results were obtained: young people do not see new technologies as a threat to their current job; people who see the “Knowing How” competence as being more developed feel less pressure from new technologies; non-traditional theories show a greater potential to analyze technological pressure than traditional theories; and, finally, the nature of people’s jobs produces different impacts on the pressure of new technologies on their careers, since people who occupy positions involving more human interaction with internal or external clients feel less threatened. Findings It was found that the lowest mean among the constructs analyzed was the pressure from technology on career. The correlations between the competencies of intelligent careers and the perception of the pressure from technology on career were weak, but significant, whereas the “Knowing How” competency was negatively correlated with the pressure caused by technology. There was no significant influence of the anchors on the pressure from technology on career. However, incorporating the competencies of intelligent careers improved the statistical model’s fit. In associating job positions with the pressure from technology on career, administrative and operational positions showed higher averages than sales associate and management positions. Originality/value Broadly speaking, it can be noted that traditional career theories, especially the vocational counseling approach, are not sufficient to explain the impact of new technologies on careers. At the same time, one way of coping with the pressure brought about by technological advances may be in using technology itself to develop “useful professional skills,” in a manner consistent with “intelligent careers.”

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Reinert, Michael E., and Dan T. Stearns. "(144) ePortfolios: A Philosophy for Improving Education in Horticulture." HortScience 40, no. 4 (July 2005): 1044B—1044. http://dx.doi.org/10.21273/hortsci.40.4.1044b.

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ePortfolios are gaining popularity in academic communities worldwide. Purposes of ePortfolios include: converting student work from paper to digital format, thereby allowing it to be centrally organized, searchable, and transportable throughout their academic lives and careers; promoting student centered learning and reflection; improving advising; and career planning and resume building. Pennsylvania State University is investing in the use of ePortfolios in course work throughout the university system. To facilitate these efforts, the university provides all students and faculty with 500 MB of hosted web space to create and share their portfolios. One of the courses using ePortfolios is Horticulture 120, Computer Applications for Landscape Contracting, in the Landscape Contracting program. Outcomes of implementing ePortfolios include increased availability of student work to potential employers, enhanced recruiting through displays of student work, and enabled reflection on completed work. Students showed improved quality in project work because their projects would be publicly available through the Internet to potential employers, faculty, family, and other students.

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Stępkowski, Dariusz. "Study skills acquired by university alumni: analysis of the Cardinal Stefan Wyszyński University graduates’ career survey." Forum Pedagogiczne 7, no. 2 (October 18, 2017): 291–304. http://dx.doi.org/10.21697/fp.2017.2.21.

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The career analysis conducted among the alumni of universities is dominated in Poland by the tendency to verify which competencies (demanded mostly by the labour market) they have acquired and how they have managed to cope with finding employment. The ability of studying is a rarely discussed problem, which is unjustifiably considered necessary only during the course of study. However, this ability leads to shaping the extent of academic thinking, also understood as a specific way of solving problems – not only purely academic ones but professional ones as well. The author of the presented article, while referring to pedagogical concepts of S. Hessen and D. Benner, has developed a theoretical model of study skills and subsequently conducted its empirical verification by performing a repeated analysis of selected data obtained in 2016 during the Cardinal Stefan Wyszyński University graduates’ career analysis.The conducted replication has proved that, firstly, the exploration of study skills among the alumni has not been taken into account when examining careers of the graduates, which might have served as feedback regarding the modification of the education process at the university; secondly, it seems that the graduates have acquired study competence at least to a certain degree, which finds evidence in success achieved by most of them – i.e. finding employment; and, thirdly, satisfaction of completing studies is linked with the feeling of having the right competence and consequently with recommending the university to others.

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Grace, Dominick. "“Speche of thynges smale”: Micro-College Medievalism at Algoma University College." Florilegium 20, no. 1 (January 2003): 19–21. http://dx.doi.org/10.3138/flor.20.006.

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The phrase “medieval studies” is virtually meaningless at a small school such as Algoma University College. One faculty member out of the entire faculty complement of just over 30 is a specialist in a medieval discipline, Medieval English Literature (especially Chaucer), and though AUC does have a handful of courses on medieval topics on its books (e.g. History of Medieval Europe, Medieval Philosophy), the only ones offered regularly are the upper-year Chaucer courses. Courses in medieval drama and romance are on the books, but only the drama course has been offered, and only as a Directed Studies course. Library holdings are so sparse that even many major texts (literary and critical) are available only through inter-library loan, and most major (and all minor) journals focusing on medieval studies are not in our holdings (we receive exactly three medieval-focused journals here, and Florilegium is not, I regret, among them). Research on medieval topics is therefore and of necessity difficult, requiring long delays as inter-library loan materials trickle in, as well as extensive travel to other sites. Furthermore, few students take courses focusing on medieval topics, and even fewer of them acquire an abiding love for the subject that carries them forward to careers as medievalists. Indeed, in my years at AUC, not a single student (to my knowledge) has pursued graduate studies in any medieval discipline. The preservation, let alone the nurturing and growth, of medieval studies, is extremely difficult under such circumstances. One might imagine that a rewarding, or even an interesting, career as a medievalist would be impossible under such circumstances.

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Deming, Joan. "Competition and Cooperation in Archaeological Consulting." Practicing Anthropology 15, no. 1 (January 1, 1993): 6–8. http://dx.doi.org/10.17730/praa.15.1.l633081483210360.

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"American archaeology is anthropology or it is nothing," Gordon Willey remarked several decades ago. I encountered this seminal statement, originally uttered in the course of the old debate regarding archaeology as history or science, in required reading for my archaeology core course at the University of South Florida (USF). A few years later, having completed my master's degree and embarked on a less than auspicious career as a "contract archaeologist," I was gifted with a copy of a fellow graduate's M.A. thesis. On the inside cover, my struggling colleague had cynically inscribed, "Archaeology is money or it is nothing," reflecting well the competitive realities of our newly forged careers.

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Lamanauskas, Vincentas, and Dalia Augienė. "UNIVERSITETO STUDENTŲ PROFESINĖ KARJERA: SUPRATIMO STRUKTŪRA [UNIVERSITY STUDENT PROFESSIONAL CAREER: UNDERSTANDING STRUCTURE]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 3 (December 25, 2015): 106–17. http://dx.doi.org/10.48127/spvk-epmq/15.7.106.

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University study period in a certain sense is a successive step to future career heights. In this respect, it is very important for the students to evaluate the appearing possibilities as early as possible, to purposefully get ready for professional activity after the graduation of university studies. On the other hand, the individual career understanding of every student is likely to be different. Career understanding is constantly changing and this change is conditioned by various factors. Career understanding experiences constant change. Nowadays, career is understood not as resolute climbing of the career ladder. Objectively valued work achievements such as high position, scientific and pedagogic degrees, qualification level showing diplomas, certificates become of little value, if a person does not feel satisfied with his life and activity. Career is considered a phenomenon, for which, first of all, the responsibility must take the individual himself. Today, it is not enough to match the individual to his performed job or profession, to orientate him or direct in one or another known beforehand direction. It is necessary for the individual to know himself, and to take action in constructing his unique career, consciously choosing what is most acceptable, suitable for him. The individual, creating his unique career model, can lay emphasis on and regard as important one or the other factors in his career model and have an individual his career phenomenon understanding. Career understanding can also be conditioned by the social processes going on, their importance perception and possible influence on successful career. The environment investigation helps to look more deeply into labour market, into the spheres or organisations where someone wants to work or employ himself. Evaluating this aspect family influence can also be important, the influence of friends, economic, community influence and so on. Therefore, social context significance evaluation can have influence on a career as a phenomenon perception. Thus, the object of the research is the first course university student career understanding. The aim of the research is to analyse career understanding structure. 265 first course students from three Lithuanian universities participated in the research. 38 statement factorial analysis about career understanding was carried out. In fact, career understanding can be defined by 6 main factors: career as a professional achievement (SI=0.80; SD=0.16, career as personal improvement (SI=0.78; SD=0.16), career as self-realisation (SI=0.76; SD=0.15), career as social relations (SI=0.67; SD=0.22), career as leadership (SI=0.65; SD=0.17) and career as social status (SI=0.60; SD=0.20). Students, studying in social and humanitarian science programmes, usually understand career as professional achievement (experience accumulation, rise, progress, going forward, well-performed work, possibility to become one of the best experts in one’s own sphere). A great number of students understand career as personal improvement (inner potential realisation, individual improvement in successfully chosen activity sphere, lifelong lasting teaching and working path, creative aim satisfaction, professional self-expression, goal attainment and ambition satisfaction). A little smaller part of the students understand career as self-realisation (finding a job, which is pleasant to do, work as a calling, improvement in the direction of a chosen activity). Part of the students understand career as social relations, which are made meaningful by social relation development, man’s cultural and moral maturity, strong bonds with community, nation. A small part of students understand career as leadership (power and responsibility growth, free activity choice, managing the group of people). The smallest part of students emphasize social status in career understanding. For the boys, social activity is more important. Therefore, they more often than girls understand career as personal improvement, as self-realisation, as social relations. Key words: career understanding, factor analysis, personal improvement, university students.

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Ezhukova, I. F. "Teaching graduates for successful employment and career planning as the university educational priority." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 31–37. http://dx.doi.org/10.36906/2311-4444/19-1/05.

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The issues of career planning and building up, employment and graduates’ adaptation remain relevant and require new approaches to solving the problems of professional identity and formation in the modern world of labour and occupations. The graduates have difficulties in searching for a suitable job in their degree field mostly due to the lack of work experience. On the other hand, young people have great potential. They are quick to study, mobile; able to adapt to new situations and sensible in their approach to labour supplies. The task of a career advisor is to help young people to professionally identify themselves and acquaint them with modern theories of career building and employer requirements. The percent of employed graduates is established on the basis of statistical research and data processing. These are the data obtained in the course of graduates’ career monitoring. The main method of collecting data to study graduates’ employment is the method of dynamic and comparative monitoring. The subject of the research is the data obtained in the course of monitoring analysis. The purpose of the paper is to introduce the experience in developing student job-hunting skills, business career development and management in Nizhnevartovsk State University. The author introduces a modern vision of professional identity process based on psychological and sociological theories. The paper is grounded on the graduate employment studies and provides recommendations, forms and methods of interaction with students to assist successful graduate employment in their degree field

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Chen, Suzhen, and Margaret Joyce. "Teaching a Cataloging/Metadata Course in a Changing World: Experience and Reflection." International Journal of Librarianship 4, no. 2 (December 29, 2019): 111. http://dx.doi.org/10.23974/ijol.2019.vol4.2.132.

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In this paper, we explore the most essential knowledge and skills to impart in an introductory-level cataloging and metadata course. We use the basic cataloging and metadata class in the University of Hawai‘i at Mānoa Library and Information Science Program as a case study, sharing our experiences, thoughts, and planned future direction in teaching cataloging, classification, metadata, and information organization. We investigate what University of Hawai‘i at Mānoa Library and Information Science (LIS) students expect to learn from the class, as well as how they perceive knowledge of and skills in cataloging and metadata affecting their career paths. We also inquire into topics that the students are interested in exploring related to cataloging and metadata. We examine emerging trends and evaluate which information and skills are most useful for LIS students and new librarians to learn for their library careers. These ideas are built upon our own experiences teaching these topics. This article synthesizes literature review, observation of trends within cataloging and metadata, and surveys taken by students enrolled in the course.

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Kelley, Patricia H. "An Honors Course on Evolution and Creationism: Teaching Experiences in the Deep South." Paleontological Society Papers 5 (October 1999): 217–25. http://dx.doi.org/10.1017/s1089332600000620.

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One of the most stimulating and enjoyable experiences of my teaching career has been an honors course on evolution and creationism, which I developed while a faculty member at the University of Mississippi. At many institutions, honors courses provide the freedom to tackle controversial subjects, employ an interdisciplinary approach, and allow professors and students to take more risks (pedagogically and conceptually) than in non-honors courses. Honors classes tend to be smaller, encourage active learning and critical thinking on the part of students, and emphasize open discussion rather than passive note taking as the faculty member lectures. Such a format is an ideal context for a course on evolution and creationism.

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Verdis, Athanasios, Spyros Kokkotas, and Lisa Dorli. "The Use of Narrative Resources in a Career-counselling Course." Higher Education Studies 11, no. 1 (February 20, 2021): 183. http://dx.doi.org/10.5539/hes.v11n1p183.

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In this paper, we analyse the communication codes in two consecutive meetings of a postgraduate class on career counselling held at the Department of Philosophy-Pedagogy-Psychology of the University of Athens in winter semester of 2017. The basic idea in these meetings was to discuss real-world situations with the help of a teaching framework and short films produced within the context of a European project, called ‘Narrative Resources for Socio-Professional Inclusion’ (NARSPI). The dialogs that followed the presentations were analysed with the help a sociolinguistic framework known as ‘Legitimation Code Theory’ (LCT). The analysis showed that the verbal communication moved from the particularities of the videotaped stories to discipline-specific vocabularies. According to LCT proponents, such moves in the use of language create wavelike forms of communication codes based on different levels of semantic gravity and semantic density. Such ‘sematic waves’ allow new ideas to be integrated into existing ideas and finally legitimise membership and scholarship in an academic field.

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Etoroma, Efa E. "Journeying into Academia via Immersion into Qualitative Research: Professor Shaffir as a Master Guide." Qualitative Sociology Review 16, no. 2 (April 30, 2020): 52–60. http://dx.doi.org/10.18778/1733-8077.16.2.05.

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The choice of a work career is one of the most important events in a person’s life course and typically involves secondary socialization and identification with role models. This paper is concerned with the crucial role of my PhD dissertation supervisor at McMaster University, Dr. Billy Shaffir, in my choice of an academic career. I highlight and celebrate how, through the guidance of Dr. Shaffir, I experienced “immersive socialization” into field research and happily converted from an intended business career to an academic career.

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Fettig, J., M. Miethe, and K. Rathke. "Four-year undergraduate course in environmental engineering in Germany." Water Science and Technology 41, no. 2 (January 1, 2000): 55–59. http://dx.doi.org/10.2166/wst.2000.0043.

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For ten years, the Division of Applied Science, University of Paderborn, has gained experience with a four-year undergraduate environmental engineering programme. Up to now, more than 400 graduates have successfully entered a professional career, proving that the educational concept is accepted by the employment sector, e.g. consultants, industry and authorities. Important aspects of this concept are the combination of civil engineering - as a core engineering field - with natural environmental sciences in the basic studies, the coverage of all environmental compartments in the main studies before specialisation in one area, and a strong practical component of the curriculum both inside and outside the university.

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Sornapooman, Kishvena, and Georgina Fyfe. "Exploring BSc Human Biology graduate outcomes and their perceptions of the course." Journal of Teaching and Learning for Graduate Employability 6, no. 1 (May 27, 2015): 24–43. http://dx.doi.org/10.21153/jtlge2015vol6no1art571.

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In Australia, the employment outcomes of new graduates are surveyed yearly and evidence of successful employment is linked by some to education quality. Subsequently, higher education providers must ensure their graduates acquire relevant generic attributes as employers seek graduates with 'work ready' skills. Students studying a BSc Human Biology Preclinical degree (HBP) at Curtin University do not have a prescribed profession at graduation, nor do they have fieldwork or clinical practice during their degree to help them confirm their career goals. The Graduate Destination Survey shows that most Curtin HBP graduates are involved in further studies four months post-graduation, but there is little information on what HBP graduates do after completing further studies. Since there is no long-term information on HBP graduate pathways, it is difficult to match valued attributes with career destinations. This study explores the destinations of Curtin HBP graduates between 2003 and 2012 and their perceptions of the most influential and useful aspects of the course. A mixed-methods approach was used for data collection. Focus group feedback was used to modify an online survey which was distributed to graduates via personal or university emails, or via social media. The study sample was sorted into graduate profiles based on initial goals, goals formed during their HBP degree and those still without goals at graduation. Most believed the degree itself did not lead directly to satisfactory employment but provided the fundamentals required for further studies. Many graduates were involved in further studies before seeking a career-related job, and most settled into a career four years after graduating from HBP. The study reports the achievements of HBP graduates and recommends strengthening some aspects of the HBP curriculum. It also suggests what information may be most useful to prospective students on whether or not a generic undergraduate degree is a potential pathway to achieving their desired career.

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Journal articles on the topic 'University career course'

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