The evaluation of career-oriented dialogues in a social constructivist learning environment

Abstract

This study explored career-oriented dialogues between study career coaches (SCCs) and first-year students in a social constructivist learning environment. Four types of orientation in career-oriented dialogues were identified: action, evaluation, analysis and design. Additionally, the type of dialogue, the topics of the career-oriented dialogue, the way of guidance, and the dialogical skills of SCCs were analysed. A multi-method approach was used. A 41-item questionnaire was filled out by 27 SCCs, 8 of whom were also interviewed. In addition, 141 first-year students wrote a narrative essay. Findings suggest action and evaluation types of the career-oriented dialogues; SSCs were mainly focused on giving information and advice and rarely focused on career issues. Meaning making was hardly a part of the dialogue.