Abstract
This paper describes a study conducted at the Faculty of Continuing Education, The University of Calgary, that examined the use of two different computer-assisted career guidance systems (SIGI PLUS and CAREER BUILDER2) with a small group (n=40) of adult learners. The results indicate that both systems significantly increased participants' sense of vocational identity, and that SIGI PLUS was somewhat more effective in this regard than CAREER BUILDER2. Implications for the use of this kind of career service with adult continuing education students are discussed.
Highlights
According to recent studies on career development, approximately 29 percent of American adults are either actively in career transition or are anticipating being in career transition in the near future (NCDA, 1990)
Research in adult education indicates that the majority of adults who enrol in continuing education programs do so for career development reasons (Cross, 1981; Schlossberg, Lynch, & Chickering, 1991)
This paper describes a study conducted in the Faculty of Continuing Education at the University of Calgary that examined the use of SIGI PLUS and CAREER BUILDER2 with a small group of adult learners to find out to what extent these computer-assisted career guidance systems developed for other populations address the career service needs of mature adult learners within a continuing education setting
Summary
According to recent studies on career development, approximately 29 percent of American adults are either actively in career transition or are anticipating being in career transition in the near future (NCDA, 1990). SIGI PLUS emphasizes values, information processing, and decision theory (Katz, 1974) It was developed in the United States for the traditional college/university population and later modified to better meet the needs of mature students. This paper describes a study conducted in the Faculty of Continuing Education at the University of Calgary that examined the use of SIGI PLUS and CAREER BUILDER2 with a small group of adult learners to find out to what extent these computer-assisted career guidance systems developed for other populations (i.e., traditional college/university students and employees in private industry) address the career service needs of mature adult learners within a continuing education setting. This form consists of eight statements that parallel those on the Student Response Form, ending with a “General Comments” section for additional feedback regarding future improvements
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